Outreach activity. As noted above, LTUC already has an excellent track record in terms of its outreach initiatives, and it intends to build upon its current level of activity even further by undertaking the following initiatives: Extend WP outreach to pupils under 14 years, including primary schools o Initial guidance from OFFA has suggested exploring the opportunities around activities aimed at lower age groups – i.e. longer-term targets. LTUC is well placed to do this as every year it places 560 Primary Education students into schools, and will develop a plan to use this resource, and other students and staff volunteers to raise awareness and aspiration with younger pupils. Consolidate school / educational partnerships o There is an opportunity to further consolidate LTUC‟s current programme of partnership activity within West Yorkshire. There are currently 130 schools / colleges within West Yorkshire (comprising of Primary Schools, 11-16 schools, FE colleges and Academies), of which LTUC has existing relationships with only 75. LTUC will construct a plan to develop relationships with the remaining schools and colleges, prioritising those that meet widening participation criteria1. Review options to support non-traditional learners ▪ In order to develop recruitment and support of non-traditional learners, LTUC will review options to develop a facility to meet the needs of these students. This could include a „one-stop-shop‟ for; Admissions, Information, advice and guidance, Business Liaison and Study Skills. It could also offer greater support for those wishing to commence Level 4 study, but who may be intimidated by traditional methods of matriculation. Regional collaboration o In collaboration with the other HE providers in West Yorkshire, both HEIs and FECs, LTUC will invest in the Higher Education Access and Progression Partnership (HEAPP), building on the partnership working and shared expertise established through the West Yorkshire Lifelong Learning Network and AimHigher. The HEAPP will target both adult learners and young people. It will continue the development of high level skills in the region by maintaining the West Yorkshire progression agreement framework and providing an effective communication channel between He providers, the Leeds City Region and Leeds Local Enterprise Partnership; and it will define and oversee an appropriately coordinated programme of sub-regional widening participation activity. The HEAPP will be established in 2011-12 and its effectiv...
Outreach activity. 4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work4 with under-represented groups is the most effective way of encouraging participation in higher education5. The finding is echoed in the HEFCE and OFFA reports which identify its effectiveness when it is a progressive, sustained programme of activity and engagement over time.6
4.1.2 The University is committed to developing and extending its existing outreach provision, both locally, sub-regionally, and more broadly across the creative arts sector, with activities that aim to widen the pool of young people able to progress to HE who also aspire to do so.
4.1.3 The Arts University Bournemouth reviews its work with target schools and colleges both through individual project evaluation which measures output but also annually to maximise the impact of activity delivered through the Access Agreement in order to expand successful initiatives or refine current delivery.
4.1.4 Evaluation of activity may be based upon quantitative or qualitative evidence, e.g. Case studies Bursary recipients GCSE results Applications/enrolments Testament of feeder schools/colleges
4.1.5 The Arts University Bournemouth uses this evaluation to build upon its range of creative initiatives, e.g. Specialist Spring/Summer Schools have provided excellent platforms for students, parents and teachers from specialist art schools and colleges: “a feel for AUB; better idea of what I want to study; finding out what I am more/less skilled at; building confidence; knowledge; skills; confidence in applying for uni; experience; meeting new people; confidence in work; decision making; opinion on course to suit me; information about uni experience; experimental skills; knowledge of different art mediums; information about going to university; an idea about the work involved; meeting new people; knowledge about college life; learnt what facilities are there; good experience to add to my CV; team skills; more focussed on exactly what could I want to do; experience of uni life; what university is like; what a campus is like”.
4.1.6 Our basic monitoring of outreach initiatives includes progress against targets and milestones and is reported annually. The elementary evidence base is provided through Management Information Service reporting which identifies volumes and outputs of outreach activity. Proportions of target groups benefiting from WP activities are analysed through this data capture. The regular statis...
Outreach activity. The University has a long-term commitment to access and widening participation and has consistently surpassed its benchmarks in national HEFCE performance indicators for the recruitment of full-time undergraduate entrants from poor socio/economic groups and ethnic minorities (see Section 6 – Milestones and Objectives). In its institutional audit report on the University, published by the Quality Assurance Agency in March 2004, particular attention was given to the ways in which the University had responded to, and continues to respond to, the challenges of Widening Participation (Thematic Enquiry pp 29-31). The QAA report states that: “The solutions generated and areas identified for future enhancements may contain lessons for the higher education sector as a whole. Of particular note is…. the pro-active way the University has worked with its regional education partners and regional agencies to raise aspirations and facilitate entry into higher education….” (Institutional Audit Report p.31 para 240) The University will maintain and further extend its aspiration building activities during the period covered by its Access Agreement through its Education Partnerships division. The attached table, included under Milestones and Objectives, is illustrative of the range and nature of Outreach activity undertaken (existing and new), and provides information on the groups targeted and the reach of specific initiatives. The briefing of advisers and influencers on changing national and University specific financial support arrangements is seen as a vital element of Outreach work. There is, therefore, a cross-referencing of activities categorised under Outreach work and those detailed under Section 4, the ‘provision of information to students’.
Outreach activity. The University has a long-term commitment to access and widening participation and has consistently surpassed its benchmarks in national HEFCE performance indicators for the recruitment of full-time undergraduate entrants from poor socio/economic groups and ethnic minorities (see Section 6 – Milestones and Objectives). The University is extending its aspiration building activities during the period covered by this Access Agreement through the introduction of a new Collaborative Framework for schools and colleges and the restructuring of its Education Partnerships Division. Schools and colleges can choose from three different levels of engagement with the University: First level: Aspiration raising; introduction to University life; master classes; tasters. Second level: HE modules taught in schools; vocational equivalents – especially in areas corresponding to the new Diplomas. Third level: Discrete and bespoke curriculum development, with a focus on diploma developments, driven by local need and context; bespoke CPD for staff; resource creation to support delivery. The attached table, included under Milestones and Objectives, is illustrative of the range, reach and nature of activity within the Collaborative Framework.
Outreach activity. 4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work1 with under-represented groups is the most effective way of
Outreach activity. 4.1 Keele is proud of its nationally recognised reputation for widening participation. Keele has received awards for the quality of its new media and other outreach packages.
4.2 In 2011/12 Keele will use its HEFCE WP and Retention Grant to fund both central activities, including permanent staff in our Widening Participation and Lifelong Learning Division (WP and LLN) and in the Centre for Learning and Student Support, as well as support activities in Faculties. The WP and LLN Division runs a variety of projects to help improve aspiration and attainment among school students, including Homework Clubs and subject mentoring, and the Division manages the TDA-funded Student Associates Scheme.
4.3 Keele intends to invest a proportion of its additional tuition fee income in further outreach activities to reach those categories of students at whom our bursaries are aimed, and to provide guidance and support for them and their parents in making HE choices. A major part of this is in supporting the KeeleLink partnership, which allows selected schools and colleges to work with Keele in a structured way so that as many school and college students as possible can benefit from university experiences. Currently there are around 200 KeeleLink partner schools and colleges from Surrey to Liverpool, Lancashire to Worcestershire and Nottingham to North Wales: Keele engages particularly with local schools and colleges in Stoke-on-Trent and Staffordshire and at least sixty of the member schools and colleges are located in deprived communities with a high need for outreach intervention to improve aspiration and progression beyond compulsory education. Keele also works closely with Aimhigher partners from regions such as Liverpool, Cheshire and Warrington, Shropshire, Telford and Wrekin, Stoke, Staffordshire, and the West Midlands more generally. More information is available at xxx.xxxxx.xx.xx/xxxxx/xx/xxxxxxxx/xxxxxxxxx.xxxx
4.4 The changes to the administration of student funding from Local Authorities to Student Finance England places more onus on universities to provide financial information and guidance. The Student Funding Office works in partnership with our local universities to give talks and one-to-one guidance to students and parents on the funding available, as well as providing talks and information sessions at Keele Open Days. As part of our revised funding scheme, additional monies will be available to enhance this work.
4.5 In summary, Keele has invested, and wi...
Outreach activity. 4.1.1 There is considerable evidence which suggests that strong and targeted outreach work with under-represented groups is the most effective way of encouraging participation in higher education. The University College is committed to developing and extending its existing outreach provision, which includes taking institutional responsibility for work previously delivered through services such as Aimhigher.
4.1.2 We will continue to undertake, and will extend, our existing activity in those areas which we know to have been successful in raising aspiration, attainment, confidence and self-esteem; and have resulted in enquiries and subsequent enrolments to Arts University College awards.
4.1.3 We shall build on the successful HE Progression Framework and engage with schools, colleges and agencies in a sustained way at the key transition phases of a learner’s journey. We will deliver activities that support learning outcomes for introductory, developmental and consolidation phases across KS2 & KS3; KS4 and post-compulsory education. This includes offering dedicated workshops in creative subjects such as photography and film; the delivery of targeted specialist summer schools; offering Taster Days and campus visits; and undertaking curriculum projects with schools. We also deliver mentoring support for students progressing from the National Diploma onto higher education courses to secure this critical transition period. The success of these activities is well established, with a rise in applications from summer school attendees from 30% in 2010/11 to 44% in 2011/12.
4.1.4 We have also identified specific schools and colleges with whom we undertake collaborative work. The University College has a policy of targeting schools and colleges which have a high proportion of non-traditional students, a low conversion to higher education, and a strong portfolio within the creative arts. It is intended to increase the number of linked schools and colleges over the coming years, but no specific target is set for this work as the intention remains only to link with those institutions which are local, or where there is a realistic prospect of conversion to higher education at the University College. The University College engages with schools through offering a wide range of activities. This includes Portfolio Advice Days, where groups of non-traditional learners from selected schools and colleges attend the institution to meet with academic staff and to discuss their port...
Outreach activity. Doncaster College Children’s University established in 2007 provide a variety of activities for primary children in the borough. 2013-14 2014-15 Number of primary schools involved 23 30 Number of e-passports activated 19 24 Total number of children registered (7-12years) Just over 3,000 4,500 Total learning hours this academic year to date 14.300 61,305 CU certificates issues this year academic year to date 471 1,469 Numbers of children graduated last year 535 705 College workshops for children this academic year 25 21 The above data clearly demonstrates the impact the CU is having on making children from primary level upwards aware of how they can aspire to Higher Education. From 2016-17 we will be monitoring enrolments onto our FE programmes to see which of these students participated in CU activities and in 2017-18 we will also request this information on enrolment from HE students We also provided workshops and aspire to HE activities for our local secondary schools. However we recognised that our current outreach work with secondary local schools was patchy and we did not have an effective infrastructure to see the longitudinal effects of this work. Therefore we recruited a student intern in January 2015 who has worked with the Student Experience Officer in partnership with a local WP primary and secondary school to develop and pilot a series of events at various key stages (year 6,9,10/11) to help their pupils to aspire to higher education. An appropriate infrastructure is now in place to enable monitoring, evaluation and impact of these long, medium and short term interventions. As stated in our 2016-17 Access Agreement we have developed student mentor training to help in the development of outreach activity materials and to ensure that students feel valued when participating in these activities. To date we have 8 trained mentors and we intend to use some of the Access Agreement monies to provide students with meal and coffee vouchers as payment in kind for participating in such activities. We plan to train a minimum of 8 further new mentors in 2017-18
5.1 Student Success We already attract a high proportion of WP students and have effective policies processes and systems in place to effectively support student admissions, retention and success. However we continue to evaluate these and continually improve these measures. The data below demonstrates our commitment to the WP and equal opportunities agenda In 2015-16: • all students recruited onto hig...
Outreach activity. 4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work4 with under-represented groups is the most effective way of encouraging participation in higher education5. The finding is echoed in the
Outreach activity. 5.1 In consultation with the Principal and in co-operation with other members of staff, students, school/college, local community and clergy, the Chaplain will seek opportunities for students to become involved in outreach activities.
5.2 The Chaplain will promote pastoral or other activities within the school that may benefit the local community.
