Common use of Collaborative working Clause in Contracts

Collaborative working. 9.1 The University recognises the strength of collaborative arrangements, including the benefits of scale, increased engagement with students and potential applicants, enhanced co- ordination and reduced duplication. In 2017-18 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre developed with the Universities of Bath and Exeter. 9.2 We will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students15 and Careerpilot16 providing pathway and progression information for 13-19 year olds. We will continue to support the development of the websites, develop further strategies to embed the websites into outreach and IAG activities, maintain the 'Parent's Zone’ developed as part of the National Networks for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xx 9.3 As mentioned above, the University is a member of the Western Outreach Network (WON), part of the HEFCE funded NNCO. The evaluation taken place so far has shown that the WON adds significant value to the outreach work delivered by the partner institutions. Data indicates that: the engagement of schools with outreach activities has increased; aspirations to progress to higher education have been raised; and the resource benefits of collaboration have been realised. As a result of this, the universities involved in the WON have decided to sustain the network beyond the current HEFCE funding period through subscription. The Coordinator will be retained on part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of England, Bath and Bath Spa are all represented on both groups and also work together to increase the progression to higher education of mature students in the local area. 9.4 At a national level, the University will continue to contribute to the Xxxxxxx Group WP Association in 2016-17. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networks. 9.5 As part of the University’s membership of the Xxxxxxx Group WP Association, we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges to develop and deliver continuing professional development (CPD) for teachers and advisors that supports student progression to selective universities and courses. We are delivering the majority of CPD events and resources online to allow easy access for all schools, regardless of their location. This NCCO complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and may be in geographic ‘cold spots’. It is a cost-effective approach to equipping teachers and advisors with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwards. 9.6 In terms of collaborative student support activity, the University is actively engaged with the South West Peer Support Network and in shaping the emerging academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 2017-18. 9.7 Whilst collaborative work outside of the institution continues, we are also committed to a co-ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access and Liberation Officer; UG Education Officer and Student Living Officer as well as the part time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-ordinated as possible. All will be engaged in the development of strategy in this area, including outreach work, student success activity and research. 9.8 The University is committed to working with the Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering in local primary and secondary schools to provide classroom support and small group academic tutoring. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol and ‘Going Places’ event highlighted in para 7.3, and this work will continue in 2017-18. 9.10 Collaboration extends to the joint delivery of activities to support mental health and well- being. This includes a specific society that connects students who want to talk about mental health, peer led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month long initiative pulls together a range of activity dedicated to exploring and enhancing mental health. 9.11 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-curricular activities17). We are fully supportive of such an approach and will continue to work closely with sabbatical offers and staff members to enhance the student experience for all.

Collaborative working. 9.1 The University recognises the strength of collaborative arrangements, including the benefits of scale, increased engagement with students and potential applicants, enhanced co- co-ordination and reduced duplication. In 20172018-18 19 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre developed with the Universities of Bath and Exeter. 9.2 We will collaborate with eleven other universities in the South West region to fund, maintain, develop and promote promote, the free to students and schools, careers support websites managed by the Western Vocational Progression Consortium (WVPC): ). Careerpilot, will provide pathway and progression information on the full range of choices for 13-19 year olds in the South West region. Lifepilot engaging will engage and supporting support mature and part-time students15 students and Careerpilot16 providing pathway the HE Skills Map supports post 16 students and adults in recognising skills and experiences relevant to progression information for 13-19 year olds. We to HE. 9.3 The University will continue to support the development of the websites, ; develop further strategies to embed the websites into outreach and IAG activities, ; maintain the 'Parent's ‘Parent Zone’ developed as part of through the four National Networks Network for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion partnerships in the OFFA monitoring report South West; work with universities and explore funding opportunities for partnerships in the development of additional resources region to support schools plans for sustaining their integration of the Careerpilot site in providing IAG about progression their offer to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xxall South West students and schools, including embedding the use of the careers resources in the work of NCOP consortia in the South West region. 9.3 As mentioned above, the 9.4 The University is also a member of the Western Outreach Network (WON), part of the previously HEFCE funded NNCO. The evaluation taken place so far has shown that of the WON showed that it adds significant value to the outreach work delivered by the partner institutionsinstitutions and the NCOP. Specifically it allows the University to provide activity for schools in a wider geographical area than we would be able to if we were working alone. The lighter touch activity and signposting nature of the WON ensures complementarity with Future Quest which will work in a sustained way in a relatively small area. Data indicates thatindicated that because of the WON: the engagement of schools with outreach activities has increased; aspirations to progress to higher education have been raised; and the resource benefits of collaboration have been realised. As a result of this, the universities involved in the WON have decided to sustain the network beyond the current HEFCE funding period through subscription. The Coordinator will be has been retained on a part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be is managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of EnglandBristol, Bath and Bath Spa are all represented on both groups and also work together to increase the progression to higher education of mature students in the local area. 9.4 9.5 At a national level, the University will continue to contribute to the Xxxxxxx Group WP Association in 20162018-1719. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networks. 9.5 9.6 As part of the University’s membership of the Xxxxxxx Group WP Association, association we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges to develop and deliver continuing professional development (CPD) CPD for teachers and advisors advisers that supports student progression to selective universities and courses. Advancing Access has a particular focus on schools with low levels of progression to such universities. We are delivering the majority of CPD events and resources online to allow easy access for all schools, regardless of their location. This NCCO Advancing Access complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and may be in geographic ‘cold spots’. Advancing Access also aims to complement the work of national collaborative outreach programmes. It is a cost-cost- effective approach to equipping teachers and advisors advisers with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwards. 9.6 9.7 In terms of collaborative student support activity, the University is actively engaged with the South West Peer Support Network and in shaping the emerging developing academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 20172018-1819. 9.7 9.8 Whilst collaborative work outside of the institution continues, we are also committed to a co-ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access and Liberation Officer; UG Education Officer and Student Living Officer as well as the part part-time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-co- ordinated as possible. All will be engaged in the development of strategy in this area, including outreach work, student success activity and research. 9.8 9.9 The University is committed to working with the Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 9.10 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering in local primary and secondary schools to provide classroom support and small group academic tutoring. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol and ‘Going Places’ event highlighted in para 7.37.19, and this work will continue in 20172018-1819 and beyond. 9.10 9.11 Collaboration extends to the joint delivery of activities to support mental health and well- well-being. This includes a specific society that connects students who want to talk about mental health, peer peer-led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month month-long initiative pulls together a range of activity dedicated to exploring and enhancing mental health. 9.11 9.12 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund fund’ for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-curricular activities17activities16). We are fully supportive of such an approach and will continue to work closely and collaboratively with sabbatical offers and staff members to enhance the student experience for all.

Collaborative working. 9.1 The University recognises the strength of collaborative arrangements, including the benefits of scale, increased engagement with students and potential applicants, enhanced co- ordination and reduced duplication. In 20172016-18 17 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre summer school programme developed with the Universities of Bath and Exeter. 9.2 We will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students15 students (xxx.xxxx-xxxxx.xx.xx) and Careerpilot16 Careerpilot providing pathway and progression information for 13-19 year oldsolds (xxx.xxxxxxxxxxx.xxx.xx). We will continue to support the development of the websites, develop further strategies to embed the websites into outreach and IAG activities, maintain the 'Parent's Zone’ developed as part of the National Networks for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xxHE. 9.3 As mentioned above, the University is a member of the Western Outreach Network (WON), part of the HEFCE funded NNCO. The evaluation taken place so far has shown that In terms of sustainability beyond the funding period the WON adds significant value to will evaluate the outreach work delivered by the partner institutions. Data indicates that: the effectiveness of its activities considering schools’, colleges’ and universities’ level of engagement of schools with outreach activities has increasedactivities; aspirations impact on aspiration to progress to higher education have been raisededucation; effect on relationships between schools, colleges, universities and the local community; and the resource benefits of collaboration have been realisedcollaboration. As This local evaluation will inform decisions regarding the continued operation of the Network after 2015-16. 9.4 Collaborative activity will extend beyond the South West. The University is a member of Realising Opportunities (RO), a unique collaborative partnership of research intensive universities developing and delivering a national fair access scheme which promotes social and geographic mobility for students from under-represented groups. Successful completion of RO will result in additional consideration given to applications through UCAS from all Partner universities, and the potential for an alternative offer worth up to 40 UCAS points or equivalent from many (including the University of this, Bristol). Each of the universities involved participating institutions has committed future funds to the central operating budget to ensure the on- going delivery and development of RO to 2017. 9.5 In 2013 the Partnership set a joint target with regard to progression to research intensive universities15. This was exceeded and the University of Bristol is committed to achieving the 2016 target of 34 per cent of students starting RO in Year 12 in 2014 progressing to a research intensive university. 9.6 The University will continue to actively engage in the WON have decided to sustain collaborative Widening Participation Research Group with the network beyond the current HEFCE funding period through subscription. The Coordinator will be retained on part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of England, Bath and Bath Spa are all represented on both groups Spa. In addition, through the Western Progression Vocational Consortium (WPVC) and also the associated activities of the Western Access Progression Agreement, the same institutions will work together to increase the progression to higher education of mature students in the local area. 9.4 9.7 At a national level, the University will continue to contribute to the Xxxxxxx Group WP Association in 2016-17. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation WP staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networks. 9.5 As part . A ‘Proof of the University’s membership of the Xxxxxxx Group WP Association, we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges Concept’ project has recently been approved by HEFCE to develop and deliver continuing professional development (CPD) CPD materials for teachers and advisors that supports student to support progression to selective universities funded by the NNCO and courses. We are delivering the majority of CPD events and resources online to allow easy access for all schoolsif successful, regardless of their location. This NCCO complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and this may be in geographic ‘cold spots’. It is a cost-effective approach extended to equipping teachers and advisors with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwardsinclude selective courses more generally. 9.6 9.8 In terms of collaborative student support activity, the University is actively engaged with the National Peer Assisted Study Sessions Network and the South West Peer Support Network and in shaping the emerging academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 20172016-1817. 9.7 9.9 Whilst collaborative work outside of the institution continues, we are also committed to a co-ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access and 15 Defined by membership of with the Xxxxxxx Group or the 1994 Group Liberation Officer; UG Education Officer and Student Living Officer as well as the part time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-ordinated as possible. All will be engaged in the development of strategy in this area, including outreach work, student success activity and research. 9.8 9.10 The University is committed to working with the Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering programme for learners in local schools at both primary and secondary schools to provide level. They offer classroom support and academic tutoring for small group academic tutoringgroups of students. The Union is in the process of establishing strong links with Merchants’ Academy, the school of which the University is a co-sponsor, and students have taken part in reading support, talking in assemblies and assisting with extra-curricular activities. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol and ‘Going Places’ event highlighted in para 7.3, and this 7.6. This work will continue in 20172016-18. 9.10 Collaboration extends to the joint delivery of activities to support mental health and well- being. This includes a specific society that connects students who want to talk about mental health, peer led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month long initiative pulls together a range of activity dedicated to exploring and enhancing mental health17. 9.11 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-curricular activities17)so16. We are fully supportive of such an approach and will continue to work closely with sabbatical offers and staff members to enhance the student experience for all.

Collaborative working. 9.1 The University recognises the strength of collaborative arrangements, including the benefits of scale, increased engagement with students and potential applicants, enhanced co- co-ordination and reduced duplication. In 2017-18 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre developed with the Universities of Bath and Exeter. 9.2 We will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students15 and Careerpilot16 providing pathway and progression information for 13-19 year olds. We will continue to support the development of the websites, develop further strategies to embed the websites into outreach and IAG activities, maintain the 'Parent's Zone’ developed as part of the National Networks for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xx. 9.3 As mentioned above, the University is a member of the Western Outreach Network (WON), part of the HEFCE funded NNCO. The evaluation taken place so far has shown that the WON adds significant value to the outreach work delivered by the partner institutions. Data indicates that: the engagement of schools with outreach activities has increased; aspirations to progress to higher education have been raised; and the resource benefits of collaboration have been realised. As a result of this, the universities involved in the WON have decided to sustain the network beyond the current HEFCE funding period through subscription. The Coordinator will be retained on part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of England, Bath and Bath Spa are all represented on both groups and also work together to increase the progression to higher education of mature students in the local area. 9.4 At a national level, the University will continue to contribute to the Xxxxxxx Group WP Association in 2016-17. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networks. 9.5 As part of the University’s membership of the Xxxxxxx Group WP Association, we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges to develop and deliver continuing professional development (CPD) for teachers and advisors that supports student progression to selective universities and courses. We are delivering the majority of CPD events and resources online to allow easy access for all schools, regardless of their location. This NCCO complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and may be in geographic ‘cold spots’. It is a cost-effective approach to equipping 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xx teachers and advisors with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwards. 9.6 In terms of collaborative student support activity, the University is actively engaged with the South West Peer Support Network and in shaping the emerging academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 2017-2017- 18. 9.7 Whilst collaborative work outside of the institution continues, we are also committed to a co-co- ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access and Liberation Officer; UG Education Officer and Student Living Officer as well as the part time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-ordinated as possible. All will be engaged in the development of strategy in this area, including outreach work, student success activity and research. 9.8 The University is committed to working with the Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering in local primary and secondary schools to provide classroom support and small group academic tutoring. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol and ‘Going Places’ event highlighted in para 7.3, and this work will continue in 2017-18. 9.10 Collaboration extends to the joint delivery of activities to support mental health and well- well-being. This includes a specific society that connects students who want to talk about mental health, peer led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month long initiative pulls together a range of activity dedicated to exploring and enhancing mental health. 9.11 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-extra- curricular activities17). We are fully supportive of such an approach and will continue to work closely with sabbatical offers and staff members to enhance the student experience for all.

Collaborative working. 9.1 The University recognises the strength of will engage in collaborative arrangements, including the benefits of scale, increased engagement with students outreach both locally and potential applicants, enhanced co- ordination and reduced duplicationnationally. In 2017-18 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre developed We established a summer school with the Universities of Bath and ExeterExeter in 2012 and will build upon this model (and expand by 5 places) in 2015/16. Data12 suggests that such summer schools have been shown to improve progression to higher education from underrepresented groups. 9.2 We will continue to be active members of the Universities South West Widening Participation Group which brings together the 13 HEIs across the South West. This Group has worked together specifically to retain and further build collaborative relationships first Organisations with whom students are working include Bristol Libraries, the Bristol Drugs Project and the National Autistic Society HEFCE (2010) Aimhigher Summer Schools – Participants and Progression to Higher Education: xxxxx://xxx.xxxxx.xx.xx/pubs/year/2010/201032/name,63889,en.html established under the Aimhigher programme and to develop practitioner networks and deliver a programme of activities to support progression among hard to reach groups including students with disabilities, care leavers and Children in Care, mature and adult learners. There is also a strong commitment to the professional development of WP practitioners across the region with provision of an annual event to share effective practice. 9.3 In 2015/16, the University will also collaborate with eleven universities in the South West West13 region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): ). These include the Lifepilot engaging website (xxx.xxxx-xxxxx.xx.xx) which engages and supporting supports mature and part-time students15 students and Careerpilot16 providing the Careerpilot website (xxx.xxxxxxxxxxx.xxx.xx) which provides pathway and progression information for 13-13- 19 year olds. We . 9.4 Working collaboratively beyond the South West region and based on the success of the first three cohorts, the University will continue to support the development of the websites, develop further strategies to embed the websites into outreach and IAG activities, maintain the 'Parent's Zone’ developed as part of the National Networks for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion involvement in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools national Realising Opportunities (RO) scheme in providing IAG about progression to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xx2015/16. 9.3 As mentioned above, the 9.5 The University is a member of the Western Outreach Network Realising Opportunities (WONRO), part a unique collaborative partnership of research intensive universities developing and delivering a national fair access scheme which promotes social and geographic mobility for students from under- represented groups. Successful completion of RO will result in additional consideration given to applications through UCAS from all Partner universities, and the potential for an alternative offer worth up to 40 UCAS points or equivalent from many (including the University of Bristol). Each of the HEFCE funded NNCO. The evaluation taken place so far participating institutions has shown that the WON adds significant value committed future funds to the outreach work delivered by central operating budget to ensure the partner institutionson-going delivery and development of RO to 2017. 9.6 In 2013 the Partnership set a joint target with regard to progression to research intensive universities14. Data indicates that: the engagement of schools with outreach activities has increased; aspirations to progress to higher education have been raised; This was exceeded and the resource benefits University of collaboration have been realised. As Bristol is committed to achieving the 2016 target of 38 per cent of students starting RO in Year 12 in 2014 progressing to a result of this, the universities involved research intensive university. 9.7 The University will continue to actively engage in the WON have decided to sustain collaborative Widening Participation Research Group with the network beyond the current HEFCE funding period through subscription. The Coordinator will be retained on part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of England, Bath and Bath Spa are all represented on both groups Spa. In addition, through the WPVC and also the associated activities of the Western Access Progression Agreement, the same institutions will work together to increase the progression to higher education of mature students in the local area. Building on a collaborative research project planned for 2014/15 we will explore the barriers to participation and identify practical strategies to encourage adults to return to study. 9.4 At a national level, 9.8 We await with interest news of the University will continue forthcoming £25 million funding available from HEFCE to contribute develop the National Collaborative Outreach Network and look forward to taking part in future joint activity across the Xxxxxxx Group WP Association in 2016-17. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networkssector. 9.5 As part of the University’s membership of the Xxxxxxx Group WP Association, we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges to develop and deliver continuing professional development (CPD) for teachers and advisors that supports student progression to selective universities and courses. We are delivering the majority of CPD events and resources online to allow easy access for all schools, regardless of their location. This NCCO complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and may be in geographic ‘cold spots’. It is a cost-effective approach to equipping teachers and advisors with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwards. 9.6 In terms of collaborative student support activity, the University is actively engaged with the South West Peer Support Network and in shaping the emerging academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 2017-18. 9.7 9.9 Whilst collaborative work outside of the institution continues, we are also committed to a co-ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access Equalities and Liberation Officer; UG Education Academic Experience Officer and Student Living Officer as well as the part time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-ordinated as possible. All will be engaged Arts University Bournemouth, Bath Spa University, Universities of Bath, Bournemouth, Exeter, Gloucestershire, Plymouth, St Xxxx and St Xxxx, West of England, Falmouth University and the Royal Agricultural College Defined by membership of with the Xxxxxxx Group or the 1994 Group in the development of strategy in this area, including outreach work, student success activity and research. 9.8 The University is committed to working with the 9.10 Our Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of has an active volunteering programme for students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering in local schools at both primary and secondary schools to provide classroom support and small group academic tutoringlevel. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol sessions and there are plans to extend this activity to participants on the ‘Going Places’ event highlighted in para 7.3, and this 7.9. This work will continue in 2017-18. 9.10 Collaboration extends to the joint delivery of activities to support mental health and well- being. This includes a specific society that connects students who want to talk about mental health, peer led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month long initiative pulls together a range of activity dedicated to exploring and enhancing mental health2015/16. 9.11 Work is also underway to provide students from under-represented groups in the local area with the opportunity to take part in a ‘day in the life project’, shadowing a student to provide an insight into the realities of undergraduate education. 9.12 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-curricular activities17)so15. We are fully supportive of support such an approach and will continue to work closely with sabbatical offers and staff members to enhance the student experience for all.

Collaborative working. 9.1 The University recognises the strength of collaborative arrangements, including the benefits of scale, increased engagement with students and potential applicants, enhanced co- ordination coordination and reduced duplication. In 20172016-18 17 we will continue to build on existing partnerships, including the IntoUniversity Bristol South centre summer school programme developed with the Universities of Bath and Exeter. 9.2 We will collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the Western Vocational Progression Consortium (WVPC): Lifepilot engaging and supporting mature and part-time students15 students (xxx.xxxx-xxxxx.xx.xx) and Careerpilot16 Careerpilot providing pathway and progression information for 13-19 year oldsolds (xxx.xxxxxxxxxxx.xxx.xx). We will continue to support the development of the websites, develop further strategies to embed the websites into outreach and IAG activities, maintain the 'Parent's Zone’ developed as part of the National Networks for Collaborative Outreach (NNCO) initiative, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to higher education. 15 xxx.xxxx-xxxxx.xx.xx 16 xxx.xxxxxxxxxxx.xxx.xxHE. 9.3 As mentioned above, the University is a member of the Western Outreach Network (WON), part of the HEFCE funded NNCO. The evaluation taken place so far has shown that In terms of sustainability beyond the funding period the WON adds significant value to will evaluate the outreach work delivered by the partner institutions. Data indicates that: the effectiveness of its activities considering schools’, colleges’ and universities’ level of engagement of schools with outreach activities has increasedactivities; aspirations impact on aspiration to progress to higher education have been raisededucation; effect on relationships between schools, colleges, universities and the local community; and the resource benefits of collaboration have been realisedcollaboration. As This local evaluation will inform decisions regarding the continued operation of the Network after 2015-16. 9.4 Collaborative activity will extend beyond the South West. The University is a member of Realising Opportunities (RO), a unique collaborative partnership of research intensive universities developing and delivering a national fair access scheme which promotes social and geographic mobility for students from under-represented groups. Successful completion of RO will result in additional consideration given to applications through UCAS from all Partner universities, and the potential for an alternative offer worth up to 40 UCAS points or equivalent from many (including the University of this, Bristol). Each of the universities involved participating institutions has committed future funds to the central operating budget to ensure the ongoing delivery and development of RO to 2017. 9.5 In 2013 the Partnership set a joint target with regard to progression to research intensive universities15. This was exceeded and the University of Bristol is committed to achieving the 2016 target of 34 per cent of students starting RO in Year 12 in 2014 progressing to a research intensive university. 9.6 The University will continue to actively engage in the WON have decided to sustain collaborative Widening Participation Research Group with the network beyond the current HEFCE funding period through subscription. The Coordinator will be retained on part-time basis to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area. The WON will be managed through the Western Progression Vocational Consortium (WPVC) Board along with Careerpilot and the Western Access Progression Agreement (WAPA). The Universities of the West of England, Bath and Bath Spa are all represented on both groups Spa. In addition, through the Western Progression Vocational Consortium (WPVC) and also the associated activities of the Western Access Progression Agreement, the same institutions will work together to increase the progression to higher education of mature students in the local area. 9.4 9.7 At a national level, the University will continue to contribute to the Xxxxxxx Group WP Association in 2016-17. This group has provided a forum for collaborative work across these highly selective institutions for many years. The association provides peer support for senior widening participation WP staff, plans and delivers collaborative activity including the biennial Teachers’ Conference and practitioner networks. 9.5 As part . A ‘Proof of the University’s membership of the Xxxxxxx Group WP Association, we are also a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges Concept’ project has recently been approved by HEFCE to develop and deliver continuing professional development (CPD) CPD materials for teachers and advisors that supports student to support progression to selective universities funded by the NNCO and courses. We are delivering the majority of CPD events and resources online to allow easy access for all schoolsif successful, regardless of their location. This NCCO complements the important work already carried out at the University and other partner institutions by engaging those areas that have historically been hard to reach and this may be in geographic ‘cold spots’. It is a cost-effective approach extended to equipping teachers and advisors with the information they need to advise students with confidence. Initially funded through HEFCE’s collaborative outreach network scheme, partner universities have agreed to continue Advancing Access through subscription from 2016 onwardsinclude selective courses more generally. 9.6 9.8 In terms of collaborative student support activity, the University is actively engaged with the National Peer Assisted Study Sessions Network and the South West Peer Support Network and in shaping the emerging academic peer led learning network which replaces the National Peer Assisted Study Sessions Network. Both networks serve to develop and share best practice for staff and student workers engaged in peer support for current students. These networks provide valuable opportunities for staff development and training, ensuring high quality delivery on these programmes. We will continue to play a part in such networks in 20172016-1817. 9.7 9.9 Whilst collaborative work outside of the institution continues, we are also committed to a co-ordinated approach to widening participation within the University. We will continue to work closely with the Students’ Union sabbatical team including: the Equality, Access and 15 Defined by membership of with the Xxxxxxx Group or the 1994 Group Liberation Officer; UG Education Officer and Student Living Officer as well as the part time Widening Participation Officer and the Engagement Manager (a permanent staff member) to ensure that all outreach work is as co-ordinated as possible. All will be engaged in the development of strategy in this area, including outreach work, student success activity and research. 9.8 9.10 The University is committed to working with the Students’ Union as it develops its widening participation activity. There are a number of part-time, elected student officers whose remit includes the representation of students from under-represented groups. These include: a Mature and Part Time Students’ Officer; a BME Students’ Officer; a Disabled Students’ Officer and a WP Students’ Officer. In addition to this, several of the full time elected officers have access and mental health within their remit. Supporting the University to further improve diversity is a key representative priority. 9.9 Beyond representation, the Students’ Union is also involved in the development and delivery of a range of outreach programmes, including volunteering programme for learners in local schools at both primary and secondary schools to provide level. They offer classroom support and academic tutoring for small group academic tutoringgroups of students. The Union is in the process of establishing strong links with Merchants’ Academy, the school of which the University is a co-sponsor, and students have taken part in reading support, talking in assemblies and assisting with extra-curricular activities. Visits to the Union and an opportunity to find out about clubs and societies have been integrated into the Access to Bristol and ‘Going Places’ event highlighted in para 7.3, and this 7.6. This work will continue in 20172016-18. 9.10 Collaboration extends to the joint delivery of activities to support mental health and well- being. This includes a specific society that connects students who want to talk about mental health, peer led support groups and networks. Each year the SU lead a dedicated mental health awareness campaign in partnership with central Student Services. This month long initiative pulls together a range of activity dedicated to exploring and enhancing mental health17. 9.11 In order to ensure that all students are able to benefit from the wealth of extracurricular activities at the University, the Students’ Union currently provides a ‘fair access fund for those who would like to take part in societies or sports clubs and who don’t have enough money to do so (essential, given a recent University commissioned study reported mature students, students with disabilities and female students reported personal finances as limiting their ability to participate fully in extra-curricular activities17)so16. We are fully supportive of such an approach and will continue to work closely with sabbatical offers and staff members to enhance the student experience for all.