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Construction industry placements - pre-placement



This section of the toolkit is for Pre-placement (the student has been successful in securing a placement, but the placement has not yet started). 

This tool helps providers to: 

  • prepare the student for the placement and for the world of work
  • consider using the new delivery approaches and timing solutions to meet the needs of students and employers
  • carry out an assessment of the student’s knowledge and skills
  • carry out an assessment of the student’s employability skills and behaviours
  • check the employer understands the knowledge and skill set of the student
  • complete workplace assessments and agreements
  • plan learning and the sequence of that learning
  • set high-quality learning objectives based on discussions with employers
  • for each objective, include the reason for the objective and a deadline for its completion
  • check that the objectives of the placement match those of the business
  • make sure the learning objectives stretch and challenge the student throughout the placement – objectives will be reviewed and refreshed at the midpoint review
  • triangulate placement support between the employer, student and provider
  • make sure the placement is thoughtfully planned before the student starts
  • make sure students have a clear and full understanding of what the placement involves
  • work with the employer to ensure a smooth induction
  • work with all the key stakeholders to develop a clear timeline and action plan for a successful placement
  • have focussed, industry-specific conversations with employers. If staff require industry insight, engage the curriculum team to support this conversation.  

This helps employers to:

  • have confidence in the placement
  • take joint ownership of the industry placement process

This helps students to: 

  • build their confidence and resilience in preparation for their placement because they will have a clear understanding of the expectations and requirements of the workplace
  • have a goal and work toward focussed target development 

Who is it for?

Share the checklists with all key staff involved in designing the placements and identifying the learning activities students will undertake during placement. This will include: 

  • T Level course leaders and tutors (curriculum staff)
  • key staff involved in placement design and placement agreements
  • student support staff
  • employer-liaison teams
  • the employer

Student readiness checklist Template

Objective  Purpose Timeline



Understand the industry placement delivery approaches that can be used

Discuss the delivery approaches with the student and employer to set expectations and find the best fit. Some relevant approaches are:

  • hybrid (partly on site, partly remote)
  • placements with the employer’s supply chain and employer networks
  • small team projects
Initial meeting – share the industry placement delivery guidance link with the employer  
Ensure the employer understands the knowledge and technical skill set of the student To make sure the employer’s expectations are in line with the student’s knowledge and skills. To do this:
  • the provider must discuss with the employer what the student will have been taught before they start their placement
  • the provider must discuss with the employer the timeline for when specific knowledge/skills will be taught throughout the academic year
  • the employer must outline any specific knowledge and technical skills needed before the student can start their placement
Initial meeting – share the curriculum plan with the employer  

Provide employability support and work taster activities (up to 35 hours)


To make sure the student is fully prepared for the workplace the provider will:
  • develop the student’s work-readiness skills in preparation for their placements
  • arrange for employers to conduct mock interviews to build confidence
  • arrange for students to shadow employers so they can make an informed decision when choosing their industry placement options
  • conduct CV and cover letter workshops, so students have a profile to present to employers
  • provide tutorial classes on employability skills
  • arrange site visits so students can understand the working environment and meet the wider team
  • arrange experiences such as workshops with employers to identify any gaps in knowledge
Early in programme – employability support and work taster activities should take place early enough in the programme to allow students to make informed choices about their next steps  
Match a student with an employer To make sure the industry placement is the right match for the student and the employer:
  • hold an internal event where a range of different employers can meet students to discuss their industry placement and business needs
  • encourage students to present their CV and cover letter to employers
Early in programme – employer and student pairing activities should take place early enough in the programme to allow students and employers to form a mutual connection  
To consider the funding options To be aware of and discuss any available funding, including:
  • telling the student about the current industry placement funding streams available (16-19 bursary fund guide)
  • telling the employer about the current Employer Support Fund (the ESF is only applicable if the placement started in the 23/24 financial year). Please note, providers should think strategically about how to best use their allocation to grow their pipeline of industry placements and should inform employers about the ESF if they think it will help to create long-lasting relationships with the employer
Three months before the placement starts  
Carry out a health and safety assessment

To make sure the workplace is safe to work in and students are appropriately protected from hazards, the provider must:

  • identify the nature of the work to be carried out by the employer and student
  • identify any appropriate PPE, clothing or equipment the student needs to provide
  • share the provider’s own health and safety policies with the employer
  • identify the working patterns and locations the student will be required to work in and collate key contact information

Three months before the placement starts – the provider must complete a health and safety assessment with the employer


Annually – review the health and safety assessment with the employer

Safeguarding, welfare and student commitments To outline the provider’s safeguarding policy to the employer and student and to:
  • provide a mandatory safeguarding session for students three months before the placement starts. To be delivered by the tutor and recorded in the students Individual Learning Record
  • provide the contact details of the designated safeguarding officer and how to report concerns
  • identify any welfare concerns before and during the industry placement
  • identify any other student commitments such as part-time work or caring responsibilities
  • organise an employer DBS check where a student works with a sole contractor

Before the placement starts – communicate the process of safeguarding and welfare checks to both the employer and student


Three months before the placement starts – raise safeguarding again during the interview and as part of the industry placement agreement


Throughout placement – continuous safeguarding and welfare checks must be completed by the provider during regular reviews

Fulfil workplace and legislation requirements to share standards, policies and procedures

To help students understand the basics of what the employer expects them to know and how they should behave


To help students understand the reasons for employers having policies and procedures and why they must be followed. Discuss the:

  • code of conduct
  • health and safety requirements
  • compliance and GDPR
  • confidentiality
Throughout the pre-placement period this can be delivered as a class-based activity, or through a student’s part-time work  

Identify travel considerations


To be aware of any travel considerations for the student, including:

  • whether the student will be working at a fixed location or working at different sites during their placement
  • how the student will travel to their place of work if it is not at a fixed location
  • SME contractors may need to discuss travel arrangements if the student will have to visit multiple locations in a day (taking into consideration safeguarding policies and procedures)


Three months before the placement starts – travel arrangements should be confirmed and included in the industry placement agreement


Throughout the placement – ongoing communication between the employer and the student to identify daily/weekly travel arrangements



Identify specific workwear, toolkit and PPE essentials


The provider must:
  • clearly identify if any specific workwear needed – taking into consideration weather conditions and working environments
  • outline a kit list of basic tools a student will need to use on placement and who will provide them
  • clearly state if PPE will be needed and who will provide the items
  • outline the employer’s legal responsibility to supply PPE (Personal protective equipment (PPE) at work regulations from 6 April 2022 (

Before the placement starts – clothing and tools should be purchased if needed


Three months before the placement starts – any further requirements should be highlighted in the industry placement agreement

Identify specific software and programmes appropriate to the placement To ensure the student understands the software and tools they will use during the placement. For example:
  • Microsoft Office (Excel, Word, PowerPoint, Access)
  • project management tools
  • SAGE
  • data analysis software
Before the placement starts and ongoing during the placement  
Identify workplace-specific training to be taken before placement starts

To ensure any essential workplace training is provided. This could include:

  • health and safety training
  • specific training for employer specialism


An agreement of who will pay the costs of the training should be reached

Training to start early in the first academic year and any tests must be booked  
Arrange Construction Skills Certification Scheme (CSCS) and Electrotechnical Certification Scheme (ECS) exams

A student must hold a CSCS card or equivalent to work on a designated site. The provider will:

  • register and book a CSCS or ECS exam with a local test centre
  • order the specific industry placement card which will last for three years (Applying for CSCS cards | Official CSCS Website)


Before the placement starts  
Provide basic company information Ensure the student has an understanding of the company. For example:
  • what they specialise in
  • how the company works
  • the scale of their work
  • different job roles and what they do
  • the management structure and what they do
  • the different departments and what they do
Three months before the placement starts  

Complete an industry placement agreement (Template link, see delivery guidance Annex E)


To develop a contract between the provider, employer and student that confirms they will adhere to industry placement regulations and that includes:

  • the key responsibilities of the employer relating to safeguarding, welfare and reporting
  • the key responsibilities of the student relating to behaviour, attitudes and reporting
  • the key responsibilities of the provider relating to monitoring, support and reviewing
  • a start date and predicted end date of the placement
  • the total number of hours of the placement
  • the working patterns of the placement (day release/block release/hybrid approach)


Three months before the placement starts – complete the employer agreement


Revisit the agreement at the midpoint review and as part of the end of placement action plan


Sign an industry placement agreement completion declaration form at the end of the placement


Complete an industry placement learning objective (template

see delivery guidance Annex A)


To identify the industry placement learning objectives and goals that:

  • are a mix of technical and employability skills (include a minimum of three each)
  • are the skills and knowledge that students can best develop through the industry placement
  • challenge and stretch the student to maximise student learning
  • are things students can do to meet the objectives


Three months before the placement starts – complete the learning objectives template

Objectives should be revisited at the midpoint review and the end of placement action plan

New objectives that challenge the student should be set to maximise student learning

Confirm the progress monitoring and review process

Discuss with the student and the employer to:

  • identify how the student will be monitored during the industry placement
  • identify how the student will demonstrate progress
  • issue the student with an industry placement journal to track their progress
  • identify software tracking systems that could be used
  • identify key dates for reviews


Three months before the placement starts – include monitoring and review process in the industry placement agreement


Throughout the placement – monitoring and review is a continuous process throughout the industry placement


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