Guidance

Industry placements for level 2 and 3 construction qualifications: guidance for Mayoral Strategic Authorities

Published 21 May 2026

Applies to England

About this guidance

This guidance explains how to design, deliver and fund industry placements for learners studying construction qualifications at levels 2 and 3.

These placements help learners become more site-ready by giving them practical onsite experience. This supports their progression into further training or employment once they have achieved their qualification. They also give employers the opportunity to bring new talent onto site and assess a learner’s skills and suitability in real working conditions.

T Levels construction placements are out of scope for this guidance because they have their own nationally defined industry placement requirements, as set out in the T Level industry placement delivery guidance. However, T Level industry placements will contribute to Mayoral Strategic Authorities (MSAs) targets set out in your Outcome Agreement or memorandum of understanding (MoU).

This guidance applies to the academic year 2026 to 2027 and will be reviewed annually.

Who this guidance is for

Mayoral Strategic Authorities

MSAs should use this guidance as a reference and benchmark for delivery standards when carrying out functions related to construction industry placements. 

It sets out good practice and suggested approaches for MSAs and the delivery bodies within them.

Providers and employers in MSA areas

If you are:

• a provider, including a Construction Technical Excellence College (CTEC), operating within a Mayoral Strategic Authority (MSA) area, you should contact the relevant MSA for details of local delivery and funding arrangements
• an employer offering an industry placement through a provider in an MSA area, you should also contact the relevant MSA to understand local delivery arrangements
• a CTEC in an MSA area, you should work in partnership with other providers to ensure a coordinated approach to employer engagement and placement delivery

Accountability

In MSA areas, funding for construction industry placements is devolved to the MSA through Integrated Settlements where these are in place, or through grants where they are not. The MSA is responsible for ensuring delivery aligns with this guidance.

MSAs are responsible for setting clear local arrangements for:

• sourcing placements
• organising and overseeing delivery
• engaging employers
• managing employer reimbursement processes

Where providers or other partners deliver parts of the placement, MSAs should ensure that roles and responsibilities are clearly defined and communicated, and that appropriate governance, financial controls and assurance processes are in place.

Key measurable objectives

MSAs are expected to show progress against the following objectives as part of their delivery responsibilities and Outcome Agreement:

• The number of construction industry placements completed and progressing into employment (this could be through CITB’s work-bridge programme) – demonstrating that learners have had access to meaningful, high-quality placements that support the development of industry relevant skills
• The number of construction sector employers in the area participating – showing strong employer engagement and effective collaboration with the local construction sector to create sufficient placement opportunities
• Evidence of wider regional engagement to promote and support delivery – this may include partnership working, outreach activity, and coordinated efforts across the region to raise awareness of the programme and facilitate successful placement delivery

Eligibility

 The following are not in scope for construction industry placements:

• apprenticeships
• national vocational qualifications (NVQs)

We expect all learners on construction qualifications at level 2 and 3 to complete a construction industry placement.

In MSA areas, an industry placement will only count towards targets in your Outcome Agreement if it is part of a level 2 or 3 construction qualification within Sector Subject Areas (SSA) 5.2 Building and Construction. 

We have also set national parameters for a course to be eligible for an industry placement which is not a T Level placement. These are:

• a minimum placement duration of 3 weeks
• a minimum of 360 guided learning hours

We encourage you to follow these national parameters. However, you may apply local flexibilities to the minimum placement duration and the 360 guided learning hours parameters where appropriate, based on the needs of learners and employers.

If you use this flexibility, you must clearly set out your rationale and supporting evidence in your delivery plan. You must also explain how you will track and report these placements. 

Industry placement core principles

MSAs may want to consider the following principles when delivering industry placements.

Industry placements should be high-quality, delivered consistently and provide each learner with a meaningful experience. A meaningful experience, as defined by the Gatsby Benchmarks, gives learners the opportunity to explore what it is like to work in that environment, what skills are valued in the workplace, their recruitment processes and what it takes to be successful.

Whilst a high-quality experience may look different for each learner, there are several core principles to follow. An MSA should ensure a placement:

Provides learners with the opportunity to work with an employer and carry out real work

The learner should experience undertaking a real-life job, including travel to work, independence from their peers and working with new people (an exception applies where a learner is in a Young Offender Institution where the placement must take place in the institution’s on-site facilities). 

Enables the learner to apply and develop the technical skills and knowledge learnt in the classroom

The learner should have clear learning goals agreed at the start of the placement. These goals should be relevant to their course and regularly reviewed throughout the placement.

Setting and reviewing these goals helps ensure learners progressively build practical skills, professional behaviours and confidence. This supports them to become site‑ready and able to contribute safely and effectively in a real construction environment.

Takes account of learner readiness for the workplace

The placement should take place at a suitable point in the course, when the learner is sufficiently prepared for the workplace and understands the standards of behaviour and performance expected of them.

Where possible, we recommend that the placement takes place towards the end of the qualification, when learners have developed the core knowledge, skills and behaviours needed to benefit fully from real-world site experience. It may also help employers identify learners who are suitable for future employment opportunities.

Placements can be arranged either as a block or on a day‑release basis, depending on what best meets the needs of the learner and employer.

Supports progression into skilled employment

The placement should help the learner develop employability skills and occupational competencies within the relevant career route. When sourcing a placement, the provider should take the learner’s interests and career aspirations into account.

Learners must also have their Construction Skills Certification Scheme (CSCS) Industry Placement Card, if relevant, and complete all necessary health and safety requirements before the placement begins.

Takes place in a supportive environment

The learner should receive an appropriate induction and any training they need to carry out tasks independently.

Each learner should be assigned a dedicated supervisor or mentor who can provide guidance, support and regular feedback throughout the placement from both the provider and the employer.

Is accessible for all learners, including those with special educational needs and disabilities (SEND)

The placement should be within a reasonable travel distance, agreed between the provider, employer and learner. It should be structured to meet individual learner needs and include provisions for reasonable adjustments.

Providers and employers must ensure the learner is in a safe working environment and check their wellbeing through regular meetings.

MSAs should work in close partnership with providers and employers to ensure every construction industry placement meets these principles.

Design and delivery

Duration

T Level placements must meet the standard 9 week requirement. For more information, refer to the T Level industry placement delivery guidance.

A construction industry placement for other level 2 and 3 qualifications should last at least 3 weeks, as set out in the guidance for providers and employers in non-devolved areas. This is to support the development of core work readiness skills. MSAs may apply local flexibilities where appropriate, based on the needs of learners and employers.

Placements can be delivered as a block or on a day-release basis, depending on what best supports the learner and employer. We recommend you base this on a standard 35‑hour working week (7 hours per day). This reflects employer feedback that a minimum duration of 3 weeks is necessary for learners to develop essential skills, including health and safety knowledge, communication and occupational skills.

Further guidance can be found in the delivery models section, which outlines the different ways placements can be organised and delivered, to ensure flexibility for providers and employers.

CITB’s Work Bridge programme

After completing an industry placement, learners can progress to CITB’s Work Bridge programme. This programme supports learners to transition into sustained employment by providing a clear pathway into the construction industry. It helps learners develop industry‑recognised competence by providing a structured industry experience.

This only applies to occupations within CITB’s scope. Some occupations are not eligible and are out of scope for the Work Bridge funding.

Following a construction industry placement, MSAs may consider engaging with CITB’s work-bridge programme, which supports matching learners with suitable construction employers after their placement.

Delivery models

MSAs should work in partnership with providers and employers to deliver placements that meet the core principles set out in this guidance. This will help to ensure a high-quality experience for learners.

Learners should spend most of their placement hours working face to face with an employer in a real workplace, developing skills relevant to their course.

MSAs should work with providers and employers and consider using one or more of the following delivery approaches to design placements that meet individual needs and reflects employer working practice. This is only where it does not conflict with the core placement principles.

Delivery models may include:

Block placements

In a block placement, the learner attends the workplace full-time for a continuous period to complete the placement. This is suitable for employers who can commit to hosting the learner for a set block of time.

Block placements allow the learner to fully experience workplace culture and build stronger professional relationships. They make it easier for employers to assign meaningful projects that require sustained involvement.

Day release

In a day release placement, the learner attends the workplace regularly, for example one day a week. This is suitable for employers who cannot commit to hosting a learner for consecutive days or weeks.

Day release placements allow learners to apply knowledge in real time alongside their studies. They help learners build relationships and become familiar with the workplace over time.

Multi-employer or supply chain models

Construction industry placements can be shared across 2 or more employers to give learners a broader experience or to support small and medium‑sized enterprises (SMEs) that cannot offer the full placement hours. This can be either 2 separate employers or 3 employers in the same supply chain.

The learner should work towards a single set of learning goals across their placements to ensure a coherent overall experience. The construction industry placement agreement should include all employers involved and be signed by each organisation.

MSAs should ensure providers carry out relevant due diligence checks with each employer, including risk assessments where appropriate, to ensure the appropriate safeguarding and health and safety measures are in place.

Roles and responsibilities

MSAs may want to consider the following provider and employer responsibilities when sourcing and delivering placements.

Before the placement

Inform and commit:

• explain placement expectations to learners and, where appropriate, parents or carers
• secure commitment to completing the placement before enrolment

Students with other commitments:

• find out if a learner has other significant commitments as early as possible – for example, caring responsibilities may affect the number of hours a learner can commit to their industry placement each week
• ensure that the planned placement hours are manageable for all learners and that prospective employers can accommodate these hours

Sourcing placements:

• source suitable construction industry placements for learners
• make sure placements are the right match for both the learner and employer
• make sure learners have their CSCS Industry Placement Card, where required
• confirm all health and safety requirements have been completed before the placement starts

Disclosure and Barring Service (DBS) checks: 

• employers are not legally required to carry out a basic, standard or enhanced DBS check for staff supervising learners aged 16 or 17 – this includes freelancers
• providers may request a basic DBS check for a learner’s manager or supervisor where they feel this is necessary. This is expected where a learner is considered vulnerable (for example, if they have SEND, have been in care, or are likely to regularly be alone with an adult during their placement)
• providers and employers should agree who will pay for any DBS checks

Curriculum alignment:

• sequence learning so learners are prepared with the knowledge and skills they need
• choose the most suitable delivery model, such as day release, block placement or a combination of both
• engage employers early, clearly explain expectations and support them throughout the placement process, including helping them understand their role, preparing them to host learners and maintaining regular contact to ensure placements run smoothly and deliver the intended learning outcomes
• plan placements, where possible, towards the end of the qualification so learners have developed the knowledge, skills and behaviours needed to benefit fully from real‑world site experience

Planning placement hours:

• agree placement hours in advance and allow enough time to account for unexpected learner absences
• consider allowing learners to count hours worked in a part-time job towards their industry placement, if the work is relevant to their qualification
• where a learner is unexpectedly absent for a significant period, work with the employer and learner to agree how missed hours will be completed (for example, by adjusting the placement schedule or arranging additional hours later in the course)

Employer network:

• build and maintain a reliable pool of employers, and oversee placements sourced by learners

Learner matching and preparation:

• support employer selection and match learners based on their needs and circumstances
• prepare learners for the workplace, including expected behaviour and performance standards

Preparing learners for the workplace: 

• train learners on workplace behaviour and performance standards. This should include developing key employability skills and ensuring learners understand the professional standards of behaviour and attitudes expected of them before they go on placement (for example, punctuality, timely communication, teamwork and organisational skills)

Setting objectives – work with employers to agree:

• learning goals
• activities
• expected outcomes

Due diligence and agreements:

• check employer policies, insurance and health and safety measures
• make sure all parties sign the placement agreement
• obtain parental consent where required

SEND support:

• arrange reasonable adjustments for learners with SEND
• share relevant information with the employer, where consent is given

Quality assurance:

• make sure internal processes meet required standards

During the placement

Named contact:

• provide employers with a dedicated point of contact who can respond promptly – this helps identify and resolve any issues with learner attendance, behaviour or performance at an early stage and reduces the risk of placements being terminated early
• ensure the employer identifies an appropriate task manager or supervisor for each learner on placement

Support and communication with employers: 

• support employers to plan the structure of the placement
• arrange review meetings
• help employers complete the necessary paperwork
• advise on reasonable adjustments
• maintain regular contact with employers

Protecting student welfare in the workplace 

• providers should support learners to raise concerns if they experience inappropriate behaviour in the workplace
• as part of placement preparation, explain how learners should respond to bullying or inappropriate conduct and how to report concerns to the provider
• intervene, as necessary
• help ensure learners also feel comfortable raising concerns directly with the employer

Ongoing monitoring:

• maintain regular communication with employers and learners to monitor learner welfare and progress
• review and update support for learners with SEND where needed, taking into account factors such as additional learning needs, medical conditions, ability to travel independently and career interests when identifying the best working environment. This applies to all learners with SEND, not just those with an education, health, and care (EHC) plan. Under the Equality Act 2010, providers must make reasonable adjustments for learners with a disability to enable them to undertake their industry placement without being at a substantial disadvantage compared with learners who are not disabled

Progress reviews:

• hold regular review meetings and record outcomes
• support the learner’s progress towards their learning goals
• safeguard the learner’s welfare while they are on placement

Managing issues:

• address any concerns about learner performance or behaviour promptly, with a clear action plan
• manage complaints, disputes or grievances quickly and effectively

Logbook and timesheets:

• make sure logbooks and timesheets are completed accurately and regularly, including recording absences

Placement hours:

• make sure learners complete the required placement hours
• where a learner does not complete their placement in the planned setting, arrange for the remaining hours to be completed in another way

End of placement

Documentation:

• collect all required evidence, including the placement agreement, logbook and employer feedback

Completion decision:

• confirm whether the placement has been successfully completed

Data submission:

• submit placement data to the ILR
• make sure data is accurate and complete, as this is required for eligibility for full high value courses premium (HVCP) Construction funding

Employer responsibilities

MSAs should ensure employers consider the following expectations to ensure learners have a purposeful and meaningful placement.

Before the placement

• sign a placement agreement and commit to delivering a meaningful experience
• agree learner placement objectives with provider, including goals, activities and the knowledge or skills the learner should gain
• comply with health and safety requirements, insurance obligations and safeguarding requirements. Employers must have up-to-date Employers’ Liability Insurance (ELI) and notify their insurer about the placement. If employers do not already have ELI, they must have it in place before the placement starts and for its full duration. Providers must check that employers have adequate insurance cover. ELI policies from insurers that are members of the Association of British Insurers (ABI) or Lloyds already cover industry placements. Employers can refer to Get insurance for your business - HSE for further information
• make reasonable adjustments for learners with SEND, in line with the Equality Act 2010
• assign a member of staff to supervise the learner during placement
• use Smart Check to validate and verify the learner’s CSCS industry placement card before the placement starts

During the placement

• provide a workplace induction, including validating and verifying the learner’s CSCS industry placement card
• assign tasks that align with learning goals and help develop technical and employability skills
• meet regularly with the learner to review progress and adjust SEND support if needed
• take part in provider-led review meetings to assess and provide feedback on progress
• report any concerns about attendance, behaviour or performance to the provider
• review and sign the learner’s weekly timesheet
• allow time for the learner to update their logbook and confirm its accuracy
• support learners to complete their placements hours, including accommodating extenuating circumstances where possible

End of placement

• offer an exit interview and provide feedback
• provide a summary of the learner’s performance in their logbook
• if offering paid employment, allow the learner to complete their course so they are not disadvantaged in their further education or training
• support learners to progress to CITB’s Work Bridge, where appropriate

To support MSAs with the delivery of industry placements, the Department for Education (DfE) has developed templates and forms included in the annexes which can be adapted for local use.

Funding

Public funding compliance

MSAs must ensure that expenditure complies with the principles set out in Managing public money (HM Treasury).

You should refer to the managing public money guidance and ensure that your delivery plans reflect these requirements.

This funding is provided strictly for non-economic activities, as defined in the Subsidy Control Act 2022. MSAs must ensure that in carrying out the funded activities, you comply with applicable Subsidy Control Legislation.

Funding model and allocations

In MSA areas, funding is allocated directly to the MSA.

If you are a provider, including a CTEC, or an employer operating within an MSA area, you should contact the relevant MSA to:

• understand local delivery arrangements
• understand funding arrangements

16 to 19 funding: high value courses premium

Providers in MSA areas delivering courses that attract the 16 to 19 HVCP for construction must ensure learners complete a construction industry placement of a minimum of 3 weeks, as defined in national guidance, to receive the enhanced funding.

Providers do not need to opt in to construction industry placement funding to be eligible for HVCP funding. However, they must record placements on the ILR. If placement data is not recorded, it will be treated as incomplete and the enhanced HVCP funding for construction may be recovered.

Uploading accurate ILR data is essential for providers to receive the full HVCP construction funding.

Providers operating in an MSA area must also submit all required placement data to the ILR to be eligible for this funding.

Clawback and audit expectations

For established MSAs receiving funding through their Integrated Settlement, any concerns regarding delivery of outcomes or value for money will be managed in accordance with the framework of mitigations as set out in the published Integrated Settlement policy document.

For MSAs that do not have an Integrated Settlement, DfE will issue an MoU and associated grant determination letter. These documents will set out that DfE reserves the right to recover any part of the grant that is not used in accordance with the terms of the MoU or the associated grant determination letter, or where reporting and assurance requirements are not met.

Data requirements

DfE expects providers, including CTECs, operating within an MSA area to upload all relevant industry placement details to the ILR system where it meets national requirements. This supports national assurance, reporting and eligibility for related funding.

MSAs should have their own internal processes for recording the placements they deliver. This includes placements delivered using local flexibilities, such as changes to course duration or construction industry placement length.

We expect MSAs to report final construction industry placement data to DfE by 14 September 2027, in line with ILR R13 reporting timescales.