The new Government Procurement Policy Notice PPN 026, published 5 August, places apprenticeships even more firmly at the heart of social value.

From 1 January 2027, any central government procurement worth £1m+ will have 10% of scoring (20% for contracts £5m+) allocated to social value initiatives related to employment opportunities and learning and development activities.

The PPN shifts focus from a wider set of social outcomes to prioritising British jobs, skills, and opportunities for people facing barriers to employment in our local communities.

In‑scope organisations must choose one of two delivery outcomes, each with its own award criteria:

Outcome 1: Good jobs, fair pay and fair working conditions
This outcome focuses on helping people get into work, stay in work, and progress in their careers.
Award criteria include: creating or retaining high‑quality jobs, providing fair working conditions, and ensuring fair pay.

Outcome 2: Addressing skills shortages and widening access to skills development
This outcome prioritises training and development, particularly for people who face barriers to employment or struggle to enter the labour market.
Award criteria include: providing training (including apprenticeships), supporting in‑work progression, and building talent pipelines that give young people – especially those facing barriers – clear routes into apprenticeships and other development opportunities.

The new PPN also places greater emphasis on reporting against KPIs, requiring reporting on the social value KPI at least once every 12 months.

Full guidance will be published in the autumn, and it is expected that the guidance will focus particularly on addressing opportunities for those not in employment, education or training (NEETs); those transitioning from education to employment; those with a long-term health condition or disability; care leavers; and other communities that face barriers to employment. We will identify target skills related to skills shortages.

Entry-level apprenticeships such as Business Administrator, Event Co-ordinator, Multi-Channel Marketer and Content Creator can all provide excellent skills development and employment opportunities for young people to start their careers. Specialist apprenticeships such as Service Designer, Sustainability and Social Impact Practitioner, and Marketing Manager help in-work progression, staff retention and improve service quality.

Apprenticeship training is free to larger organisations and at a 95% discount to smaller companies. The business must set aside a minimum of six hours per week for study time for formal seminar sessions and learning activities. 86% of employers said apprenticeships helped them develop skills relevant to their organisation. Apprenticeships also support diversity. There is extra funding from the government to train neurodiverse apprentices and those with physical disabilities. According to the government, over 20 years the proportion of people of black, Asian and mixed ethnicity apprentices has trebled. People of black and mixed race heritage are apprentices at double their proportion in the population as a whole.

The HR/L&D functions of many large organisations are only too pleased to receive creative ideas from functional teams about ways to spend the levy – if it isn’t spent then it is lost to the company and at present, HM Treasury is holding nearly £800 million of unspent levy funds!

With the right planning now, suppliers to government can use apprenticeships to meet these requirements and create meaningful opportunities for the people and communities who need them most.

Choosing an apprenticeship provider

You can search the full range of apprenticeships available on the Skills England website. The GOV.UK website will then help you find a suitable apprenticeship provider.

JGA Group is an Ofsted Outstanding training provider, priding ourselves on our high-quality and inclusive programmes. Our range of apprenticeship solutions for marketing and sales teams is one of the most comprehensive in the country. JGA skills coaches and tutors are not just teachers. They are professionals with current experience in the role, often maintaining a portfolio of consulting positions alongside their training/coaching responsibilities.

90% of employers and 95% of apprentices this year rank us Excellent or Good!

Looking to recruit or upskill within your company?

To find out more about apprenticeships, speak to our helpful team: sales@jga-group.co.uk

FAQs

Sources:
UK Government – Procurement Policy Note 026/24, published 5 August 2024, outlining new social value requirements for central government contracts from January 2027.
Skills England – official directory of approved apprenticeship standards across all sectors. Gov.uk – guidance on selecting and registering with approved apprenticeship training providers.
Department for Education – employer research on apprenticeship impact, skills development and workforce outcomes.
UK Government – Apprenticeship Diversity Data, including participation trends for neurodiverse, disabled and ethnic‑minority apprentices.
FEWEEK – Apprenticeships budget top-up piles cost pressure on ministers (2026)

CJ Associates’ new report, Key Insights 5: Securing Social Impact & Community Benefit, representing the views of developers, consultants, contractors, local authorities and infrastructure owners, discusses how can projects move beyond commitments and deliver meaningful outcomes; how can communities play a greater role in shaping priorities and defining success and how should social impact and community benefit be measured, governed and embedded throughout the project lifecycle.

“Current approaches can become procurement or compliance‑led.” (70% of contributors raised this concern.)

In other words: social impact risks becoming a tick‑box exercise rather than a driver of meaningful change.

For anyone working in sustainability, social value or community development, that challenge feels familiar. The report makes it clear that while the sector now accepts the importance of social impact, the real question is how we embed it into everyday delivery — not just strategy documents or procurement frameworks.

What the Research Tells Us

Across interviews with 30 industry leaders, several themes emerged that should make all of us pause:

• Ambition often outpaces delivery. Commitments made at planning stage can fade once projects move into procurement and construction.
• Communities shape better decisions. Early engagement and lived experience must inform priorities, not assumptions.
• Trust is a delivery issue. Transparency and long‑term relationships matter more than perfect consultation plans.
• Measurement needs to evolve. Frameworks and monetised KPIs don’t always reflect what communities actually experience.
• Social impact must be a core discipline. Not an add‑on, not a compliance requirement — but part of how projects are conceived, governed and delivered.

One line from the report captures this perfectly:

“Focus on outcomes, not activity.”

It’s a reminder that counting workshops, funding pots or volunteer hours is not the same as creating lasting change.

A JGA Perspective: Building Capability for Real Impact

A particular thank you goes to Phil de Montmorency, who contributed his expertise to the research. Phil also leads delivery of JGA Group’s Sustainability & Social Impact Practitioner (Level 4) apprenticeship — a programme built around the very challenges highlighted in the report.

The apprenticeship is designed for people who want to move beyond compliance and develop the capability to:

• Understand community needs.
• Design evidence‑based interventions.
• Measure meaningful outcomes.
• Embed social impact into organisational decision‑making.
• Deliver long‑term, place‑based value.

It’s rooted in community development practice and focused on real‑world delivery — exactly the shift CJ Associates argues the sector needs.

A Sector‑Wide Question

CJ Associates end the report with a challenge that feels increasingly urgent:

“The opportunity now is to turn ambition into everyday practice.”

So here’s our question to the sector:

Do current social value and impact measures tell us what really matters – or just what’s easiest to count?

Sector bodies such as Social Value UK offer recognised principles and guidance to help organisations measure social value more meaningfully.

For organisations working in the built environment, the UK Green Building Council (UKGBC) provides practical resources on delivering social value within infrastructure and construction projects.

We’d love to hear from practitioners, local authorities, contractors, consultants and anyone working to deliver social impact on the ground. What needs to change? What’s working? And how do we collectively move from good intentions to real impact?

FAQs

Sources:
CJ Associates – Securing Social Impact & Community Benefit (2026), industry research based on interviews with 30 infrastructure leaders and practitioners.
JGA Group – Sustainability & Social Impact Practitioner (Level 4), apprenticeship programme focused on practical delivery of social value and community impact.
CJ Associates – Planning, stakeholder engagement and programme advisory for nationally significant infrastructure projects.
Social Value UK – sector guidance on social value principles, measurement and reporting.
UK Green Building Council (UKGBC) – resources on social value in the built environment and infrastructure delivery.

For April Jones, education wasn’t always a positive experience.

Following the COVID-19 pandemic, her anxiety increased significantly, making it increasingly difficult to attend school. At the time, she also had undiagnosed autism and ADHD, meaning she wasn’t receiving the support she needed to succeed.

As her attendance declined, so did her confidence.

Despite always enjoying learning, achieving strong academic results and being determined to do well, April reached a point where school no longer felt like a place where she could thrive.

“I felt hopeless and didn’t see a point in going to school because I wasn’t getting the support I needed.”

April later moved to home education, where she successfully achieved her Functional Skills Level 2 qualifications in English and Maths. She then attempted to return to mainstream education by enrolling on a Health and Social Care course at a mainstream college, but after spending so long away from education, she found the environment overwhelming and struggled to cope.

Everything changed when she joined JGA’s 16–18 Study Programme.

Enrolling on JGA’s Level 2 Health and Social Care course, April found an inclusive and supportive environment where she felt understood. With personalised support from staff, she rebuilt her confidence, rediscovered her motivation and began taking pride in her studies once again.

Her hard work and determination have led to outstanding results. April achieved top marks on her NCFE CACHE Level 2 Certificate in Health and Social Care and completed more than 140 hours of work experience, gaining valuable practical skills alongside her studies.

Reflecting on her experience, April said:

“JGA’s 16–18 Study Programme has genuinely changed my life, and my future, in the best way possible. The staff at Princess Park proved to me that all I needed was the right support in an inclusive environment and the opportunity to learn.”

Alongside her studies, April completed more than 140 hours of work experience, gaining valuable practical experience and building her confidence in the workplace. Through placements at Holiday Activities and Food (HAF) camps and opportunities to engage with organisations including Kent Fire and Rescue Service and Fastrack buses, she developed a broader understanding of different career pathways. She also took part in community initiatives such as Mission Christmas: Cash for Kids, further strengthening her teamwork, communication skills and commitment to supporting others.

Having spent time away from education, April recognised that her social confidence had declined during home education. Through JGA, she was able to rebuild those skills both in the classroom and through work experience, preparing her for the next stage of her journey.

That next step came sooner than expected.

After excelling on the programme, April has now joined JGA as an Apprentice Learning Support Officer, where she will support new learners on the Study Programme.

Elisha Miller, Study Programme Manager at JGA, said:

“April Jones, who is one of our Health and Social Care Level 2 learners, is now joining JGA Group as staff as an Apprentice Learning Support Officer to support new learners on our Study Programme!”

Paula Yates, April’s tutor, added:

“It was clear from the start of the course that April was going to be an exceptional student. She is hardworking, diligent and always keen to challenge herself. She has been a pleasure to teach and deserves all her success.”

For April, returning to JGA as a member of staff is an opportunity to give back.

“I have always loved the thought of being able to support young people in education to help them thrive and do the best they can, and now I have the opportunity to do for other people what JGA has done for me.”

April’s journey is a powerful example of what can happen when learners are given the right support, an inclusive environment and the opportunity to succeed. Today, she’s not only building her own future, she’s helping the next generation of learners build theirs.

Imagine scrolling social media and seeing a shocking headline or video. Would you know if it’s real, misleading or designed to manipulate you?

Even with new laws like the Online Safety Act, harmful content can still reach you. That’s why your ability to question what you see online matters more than ever – be aware and make sure you are Media Literate.

Some online content is still “legal but harmful”. This means it isn’t illegal—but it can:

• Spread hate or division
• Reinforce harmful beliefs
• Contribute to radicalisation

Recent cases show that individuals may engage with harmful online content that doesn’t meet the threshold for intervention, but still poses risks. This highlights why personal awareness is essential.

Did You Know?

• ¾ of UK adults say checking multiple sources is important
• Only 1 in 4 have used a fact-checking tool
• 3 in 10 believe conspiracy-style claims about world control
• 4 in 10 are sceptical of mainstream news

The harm that is caused

Increasing polarisation is becoming normal, eroding trust in institutions, the media and each other, often driven by online misinformation, disinformation and malinformation.

Spot the Difference

• Misinformation = False information shared by mistake

Eg – accidentally reposting an article with incorrect statistics or sharing a rumour without verifying it first.

• Disinformation = False information shared on purpose

Eg – falsified news reports, manipulated images, or AI-generated content designed to mislead while keeping accurate information hidden.

• Malinformation = Real information used in a misleading or harmful way

Eg – Sharing private images publicly to harm someone, where the content itself is real but the context is malicious; providing accurate images but falsifying details like location or time to mislead, or highlighting certain facts while omitting context to create fear, outrage, or reputational damage.

What You Can Do

• Pause before sharing content
• Check at least 2 reliable sources
• Use fact-checking sites
• Report harmful content
• Talk to someone if something concerns you

The rise in Islamophobia, antisemitism, and anti-migrant hate is largely caused by the intentional and unintentional spread of mis/dis/mal-information – how can you make sure that you know what to believe and behave as a good digital citizen should?

Digital Citizenship

A good digital citizen:

• Thinks before posting or sharing
• Challenges misinformation respectfully
• Supports others online
• Keeps themselves and others safe

Media Literacy

When a person is media literate they are:

• More able to understand media and its associated narratives
• More able to use media and tech safely
• Better at understanding of algorithms
• Better at understanding of mis/disinformation and AI
• Better at critically engaging with different media sources
• Better at understanding different social media platforms and how they work

How to Check If Something Is Real

1. ✔ Check the source – is it trustworthy?
2. ✔ Read beyond the headline
3. ✔ Look for other reports
4. ✔ Check the date
5. ✔ Verify images with Google Lens
6. ✔ Watch for emotional or biased language

Quick Check

You see a viral post claiming something shocking. What should you do first?

• A. Share it immediately
• B. Report it
• C. Check other trusted sources
• D. Comment your opinion

✅ Answer: C

Good sources of reference to check what you see is real and correct?

Full Fact – The UK’s independent fact-checking charity provides free tools, information, and advice to verify claims from politicians, media, and public discourse.

UK Fact Check – An independent news organisation that publishes original reporting and political analysis, verified using objective AI factchecking.

BBC Reality Check – Part of the BBC’s journalism team, this platform investigates claims made in the media and politics, providing clear explanations and context for UK audiences

Remember

Not everything online is what it seems. Being media literate helps protect you and others. If something worries you, speak to your Tutor, Manager, or safeguarding team.

Additional Resources:

BBC’s video offering advice: How to check what you see online is real – BBC News

YouTube video – how to check website addresses https://youtu.be/-A7NNNLGq6k?si=3QU29s4B88IAtj-a

ScamDetector website validator – Website Validator: Check for scam and risky websites (2025)

JGA Group were published on The Institute Food Science and Technology, Volume 40, Issue 2, June 2026. Read below to gain Stephanie Umebuani’s insights.

Building skills through apprenticeships

The UK food and drink sector remains one of the country’s largest and most vital industries – spanning primary production, manufacturing, retail, hospitality and export. It is also one of the most complex. Regulatory scrutiny, sustainability expectations, digital transformation and shifting consumer demand are all reshaping how businesses operate.

For many teams within the sector, the most significant constraint on growth and resilience is skills. Workforce development has therefore moved from being an HR function to a board-level strategic priority.

Apprenticeships, historically associated with entry-level or trade roles, have additionally evolved into a powerful mechanism for structured, funded and workforce-aligned professional development. They offer a practical solution to both recruitment challenges and capability gaps within the food and drink industry.

The apprenticeship landscape

Modern apprenticeships combine paid employment with structured, government-recognised training. Apprentices work in a real role while developing defined knowledge, skills and behaviours aligned to nationally approved standards.

In England, there were 353,500 apprenticeship starts in the 2024/25 academic year, with 761,500 learners participating overall. Today, apprenticeships span several hundred occupations across 15 technical routes and operate across all major UK industries, reflecting a significant evolution from traditional craft and trade roles to include business, digital, leadership and a wide range of professional services fields.

For employers, the outcomes are particularly relevant. Around 90% of apprentices remain in employment after completing their programme, reinforcing apprenticeships as a long-term talent investment rather than a short-term training initiative.

For food and drink businesses, apprenticeships provide a structured route to build capability internally while strengthening retention.

Why apprenticeships matter for food and drink organisations

Within food manufacturing and processing, apprenticeships are often associated with production, engineering or technical roles. These remain critical. However, capability gaps frequently exist in adjacent areas that directly influence commercial performance and long-term sustainability.

These include:

• Technical sales and key account management
• Product and brand marketing
• Digital communications and stakeholder engagement
• Business administration and operational coordination
• Service design and organisational transformation

As consumer scrutiny intensifies and supply chains grow more transparent, the ability to communicate clearly and responsibly about ingredients, sourcing, sustainability and product integrity is increasingly vital. Apprenticeships in marketing, communications and business functions can therefore complement technical teams and support integrated organisational performance.

Organisations are increasingly recognising that technical capability alone is not sufficient to compete in a rapidly evolving market. Cross-functional capability is becoming essential:

• Technical professionals must engage with customers, retailers, regulators and consumers
• Commercial teams must understand sustainability claims, product integrity and traceability
• Digital communication and community management now shapes brand reputation and stakeholder trust

Key benefits include:

• Broadening access to talent beyond traditional graduate recruitment channels
• Supporting diversity, equity and social mobility objectives
• Enabling employers to shape skills around real operational requirements
• Strengthening engagement and loyalty through structured progression pathways

Funding support structures make apprenticeships accessible regardless of company size. Employers who pay the Apprenticeship Levy can utilise existing funds to cover training costs, while non-levy-paying organisations typically receive 95-100% government funding towards apprenticeship training.

In addition, employers may be eligible for up to £6,000 in government incentive payments, depending on the apprentice’s age, employment status, eligibility criteria, and employer size.

To read the full blog head to The Institute Food Science and Technology, Volume 40, Issue 2, June 2026.

Written by Stephanie Umebuani.

FAQs

Sources:
GOV.UK, Explore Education Statistics – apprenticeship starts, achievements and participation data for 2024/25.
Guardian Recruiters – employer advice on understanding and running apprenticeship schemes.
Institute of Food Science and Technology (IFST) – original publisher of Stephanie Umebuani’s article, Volume 40, Issue 2, June 2026.

Huge congratulations to former JGA apprentice Emilija Juseviciute, who has been named Outstanding Young Communicator of the Year at the Chartered Institute of Public Relations (CIPR) Excellence Awards 2026.

The prestigious award recognises outstanding emerging talent in the communications profession, celebrating individuals who have already made a significant impact early in their careers.

Since completing her apprenticeship, Emilija has gone from strength to strength. After beginning her career with the Police, Fire & Crime Commissioner for Essex, she now works with Essex County Fire and Rescue Service, helping to deliver communications that support public safety and save lives.

The team that originally supported Emilija’s apprenticeship sing her praises:

Everyone at JGA is incredibly proud of Emilija’s achievement. Seeing apprentices go on to excel in their careers is exactly what apprenticeship programmes are designed to achieve, and Emilija’s success is a fantastic example of where talent, hard work and dedication can lead.

JGA is proud to deliver PR and Communications apprenticeships in association with the Chartered Institute of Public Relations (CIPR), helping develop the next generation of communications professionals. We were also delighted to sponsor this year’s CIPR Excellence Awards, celebrating excellence across the profession.

Massive congratulations to Lisa MacCormac, who has been named Quality Improvement Leader of the Year (Independent & Adult Community Learning Providers) at the Quality Professionals Awards 2026.

Widely regarded as the event’s highest honours, Lisa’s award recognises exceptional leadership in driving quality improvement across further education and skills. Her success reflects the outstanding contribution she has sustained for many years at JGA, her key role in maintaining high standards, championing continuous improvement and achieving an “Outstanding” Ofsted judgement.

The awards celebrate excellence across further education and employability, recognising the individuals and organisations making a significant impact on quality, leadership and learner outcomes across the sector.

Reflecting on her win, Lisa said:

The celebrations didn’t stop there. Congratulations also go to Susan Prestridge, who received the Highly Commended award in the Compliance Leader of the Year category, recognising her dedication and contribution to excellence in compliance.

These achievements reflect the passion, expertise and commitment of colleagues across JGA, and the organisation’s continued focus on delivering outstanding learning experiences and outcomes for apprentices, learners and employers.

It’s been an exciting period of recognition across JGA, with colleagues and apprentices alike receiving awards that celebrate excellence, commitment and achievement throughout the sector.

Congratulations once again to Lisa and Susan on this fantastic recognition.