Common use of Outreach activity Clause in Contracts

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 effectiveness carefully monitored during a two-year development phase. Develop “LTUC Credit Scheme” o LTUC will develop an activity package for Partner Institutions and individual students, promoting collaboration and social mobility, and

Outreach activity. As noted above, LTUC already has an excellent track record in terms 4.1 Keele is proud of its nationally recognised reputation for widening participation. Xxxxx’x widening participation work has been consistently categorised as “exemplary” by HEFCE and we also meet or exceed our HEFCE performance indicator benchmarks. Keele has received awards for the quality of its new media outreach initiativespackages. 4.2 In 2008/9 Keele will use its HEFCE WP and Retention Grant to fund both central activities, including permanent staff in our Widening Participation and Lifelong Learning Unit (WP and LLN) and in the Centre for Learning and Student Support, and it support and activities in Faculties: new posts are being established to coordinate outreach and support for non-traditional students in each Faculty. The WP and LLN Unit runs a variety of projects to help improve aspiration and attainment in school students, including Homework Clubs and subject mentoring, and the Unit manages the TDA-funded Student Associates Scheme. 4.3 Keele intends to build upon invest a proportion of its current level additional tuition fee income in further outreach activities to reach those categories of activity even further by undertaking students for 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 following initiativesKeeleLink partnerships, which allow selected schools and colleges to work with Keele in a structured way so that as many school and college students can benefit from university experiences. Currently there are over 110 KeeleLink partner schools and colleges in twelve counties, from Shropshire to Derbyshire; Birmingham to Lancashire: Extend WP 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 pupils under 14 improve aspiration and progression beyond compulsory education. Xxxxx also works closely with Aimhigher partners from regions such as Liverpool, Cheshire and Warrington, Shropshire Telford and Wrekin, Stoke and Staffordshire and West Midlands. 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 the Student Loans Company places more onus on universities to provide financial information and guidance. The Student Financial Support Office has, over the past three years, including primary schools o Initial worked in partnership with our local universities to give talks and one-to-one guidance from OFFA 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, Xxxxx 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 schoolsinvested, and will continue to invest, in: guidance for students, teachers and parents, particularly on financial aspects of HE study; aspiration and awareness-raising events; and campus experiences. We will develop a plan to use this resourceannual plans for outreach, and other based on feedback from 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 from our KeeleLink 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 will ensure that our outreach work remains of absolute relevance to our local and guidance, Business Liaison regional students 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 effectiveness carefully monitored during a two-year development phase. Develop “LTUC Credit Scheme” o LTUC will develop an activity package for Partner Institutions and individual students, promoting collaboration and social mobility, andtheir advisors.

Outreach activity. As noted above4.1.1 There is considerable evidence which suggests that sustained and targeted outreach work2 with under-represented groups is the most effective way of encouraging participation in higher education3. The finding is echoed in the interim HEFCE and OFFA report which identifies its effectiveness when it is a progressive, LTUC already has an excellent track record in terms sustained programme of activity and engagement over time.4 4.1.2 The University is committed to developing and extending its existing outreach initiativesprovision, both locally, sub-regionally, and it intends 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 2 How to produce an access agreement for 2014-15, Office for Fair Access January 2013/01 Guidance 3 Access agreement and widening participation strategic assessment monitoring: outcomes for 2010-11, (HEFCE 2012/13) 2012/05 4 HEFCE and OFFA “National strategy for access and student success: Interim report to the Department for Business, Innovation and Skills” (2013). 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 current level 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: “actually working in uni rather than visiting”, “getting a feel for the atmosphere/ teaching working on the course”, “an idea of what an arts course would be like”, “how uni is run some new techniques”, “better understanding of university work ethic learnt more about the course talking to students/ tutors gained a feel of what it was like to attend university”, “Confidence - I used to put myself down about to going to uni,”, “I gained some new friends an experience of what Uni is”, “idea of uni life open mind skills”, “Information, confidence better idea of the industry”, “knowledge of the university environment and general experience more knowledge of subject”, “experience as working as part of a design team, knowledge of university (finance etc.) friends, confidence”, “made up my mind on future more”, “ made me enjoy subject and appreciate it”, “valuable information in depth idea of course a much better idea of university life”….. “you need passion for good grades there are good unis outside of ……” “what I need to do in order to get an interview how to prepare for a place at uni”, “the type of work we will be doing where you could end up after university” 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 statistical analysis offers the opportunity to assess the nature and delivery of activity even further by undertaking and informs evaluation and future planning. 4.1.7 Most recent measurement of outcomes has shown that objectives have been delivered, exceeding expectation of engagement/applications/enrolments to the following initiatives: Extend WP outreach University from participants, and it is pleasing to pupils under 14 yearsnote that the work has shown consistent improvement in participant application to Preparation for Higher Education/Higher Education programmes, including primary which have resulted in enrolments. 4.1.8 Data from an annual demographics report, which considers the retention, progression and achievement of all minority target groups, Annual Course Reviews and Student Perception Surveys results, is also used to analyse satisfaction of non-traditional students. 4.1.9 Analysis is not confined to participant/enrolment data but also includes reflection on targets which support attainment in target schools. Sustained interventions have continued with schools o Initial guidance from OFFA offering Level 2 qualifications, and our arts activities have made a contribution to some outstanding success. “It has suggested exploring allowed them to meet the opportunities around activities aimed at lower age groups – i.e. longer-term targetscriteria for P2 and P3 of their BTEC unit Drawing Concept Art for Video Games. LTUC is Without the support of AUB we would not have been able to offer the students such an important opportunity to create the evidence needed. I also feel that having a new tutor, whilst attempting a new skill in a new environment, has allowed the students to work in a more open and free style. An excellent opportunity, well placed structured and supportive of all learning styles…”, 4.1.10 We shall continue to do this as every year it places 560 Primary Education students into schoolsundertake, and will develop 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 awards. 4.1.11 We shall build on the successful HE Progression Framework and engage with schools, colleges and agencies in a plan sustained way at the key transition phases of a learner’s journey by offering programmes directed towards people at different stages of their education, starting at primary level. We will deliver activities that support learning outcomes for introductory, developmental and consolidation phases across KS2 & KS3; KS4 and post- compulsory education. This will be a combination of measures including long- term outreach work with younger age groups, for example students in Year 6 working with the University staff and students both on campus and in school, g. Transforming the Subway’; designing new school uniform, designing a mural for a community project. It will also include 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 Extended Diploma onto higher education courses to use secure this resourcecritical transition period. 4.1.12 We have also identified specific schools and colleges with whom we undertake collaborative work. The University has a policy of targeting schools and colleges which have a high proportion of non-traditional students, a low conversion to higher education, and other a strong portfolio within the creative arts. Target schools and colleges are reviewed annually, based on indices of disadvantage which may include: POLAR 3 (LPN 1), percentage receiving fee school meals; percentage achieving 5+ A*-C GCSEs (or equivalent) including english and maths. 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. The University 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 portfolio, and how best to present themselves and their work as part of a future application for higher education. In addition, they have a campus tour, visiting studios where current students are making work, and have the chance to learn more about the higher education experience. The success of these activities is well established, with a positive trend in applications from attendees. 4.1.13 Among both students and our own staff volunteers practitioners, the University has a strong history of artists taking up residencies, for example in schools or galleries. We intend to build on this well established initiative and the success of school residencies, where our students work with non-traditional groups and support the creative curriculum. The scheme is intended to support the residency of a University graduate from a non-traditional background to xxxxxx a creative collaboration between the artist and the staff and students, and thus raise awareness aspiration to higher education. A typical residency might be for a full academic year (ten months), and aspiration an award would cover a stipend for the resident artist, plus costs associated with younger pupilsthe artist’s activity, including consumables or materials, studio, exhibition and other associated costs. 4.1.14 Schools/Colleges and other stakeholders provide a vital link in mapping of enhanced curriculum, improved provision, attainment, raising the profile of art, design media and performance, information and guidance and professional development. Consolidate school / educational partnerships o This involves work around exploring initiatives which have developed and informed curriculum, such as ongoing professional development and increased school/HE dialogue, 14-19 Strategic Partnership Board; working with Local Authorities and partners to work towards Raising the Participation Age beyond the age of 16; and specific work with schools and colleges with Specialist Art Status. Further, this explores those opportunities which have engaged teachers in a real and meaningful way offering clarification and enrichment of curriculum. 4.1.15 Additional activity has been developed through strong links with the Borough, Looked After Children practitioners, employers, community groups and education providers to encourage participation from under-represented groups and in accordance with HEFCE good practice. Activity includes engagement with work-based and adult learners; the development of courses, and smaller blocks of learning which are targeted at employer groups; and formerly participation in Extended Services initiatives where the University’s specialist resources were available for Summer School activity. 4.1.16 We have established a central fund of £50,000 to support faculty initiatives in support of application and recruitment from under-represented groups. Staff are invited to put together projects, and to bid for the funding to deliver these. Successful bids will include measures to monitor and evaluate the success and impact of completed initiatives, and the sustainability of such developments. This activity will be extended into 2015/16. 4.1.17 We shall continue to provide a small subsidy to our Saturday Arts School programme, which offers the opportunity for 9-18 year-olds to participate in a programme of creative activity throughout the autumn and spring terms. This subsidy permits the allocation of free or subsidised places to those from target groups (nominated by schools with low progression to higher education, and/or based within low participation neighbourhoods, low household incomes or young people in care). Approximately 20% of enrolments fall into this category, and there is some evidence of improved attainment at GCSE. 4.1.18 The importance of information, advice and guidance within a coherent programme that targets appropriately, starts early and intensifies during periods of transition is clearly identified in the literature5. We acknowledge that effective careers guidance is vital to help students understand which post-18 options will help them achieve their career aspirations, and a major factor affecting the social mobility of young people is the information, advice and guidance received in school. It is recognised that these learners need personalised and time-relevant support to bring together advice and guidance, in order to make information relevant to them. This is particularly applicable to those from under-represented groups, for whom detailed advice or guidance is less likely to be accessible. As expressed in the Government’s Strategy for Social Mobility6, “good careers advice helps young people to progress in learning, and helps to increase confidence, motivation and the desire to succeed”. Students need to choose courses which will help them to progress into their chosen career and, therefore, a dedicated careers professional was appointed from 2012/13 to work with students in schools and colleges, providing high quality information, face-to-face careers guidance and advice about options, higher education progression and career opportunities. There is an opportunity to further consolidate LTUC‟s current programme build on existing good practice across the sector, and we are now engaged in the local Careers Education/Information Advice and Guidance Network, which supports legislative and guidance changes from September 2012. 4.1.19 This has been a new area of partnership activity within West Yorkshirework for the Arts University, and offers an opportunity to provide clear and targeted advice to prospective students parents, carers and other key influencers in timely fashion. A range of career activities delivered in schools include career talks, individual support, small group sessions, targeted support and assemblies. There are currently 130 schools / colleges within West Yorkshire (comprising is an opportunity to discover more about creative careers, ‘have a go’ sessions, advice on higher and further education options and application advice. 4.1.20 The University has a strong collaborative culture of Primary Schoolsstudents in specialist courses working alongside their peers on other courses, 11reflecting the reality of working in the creative industries. We have set funds aside in 2013/14 to support the creation of a short film which explored the benefits of higher education. The film is to feature the application process, the actual experience of higher education, and the potential career pathways which a graduate may follow. The intention is to encourage aspiration and application from under-16 schoolsrepresented groups, FE colleges and Academies)the film is to be made available through events, of which LTUC has existing relationships with only 75. LTUC will construct workshops and potentially through a plan to develop relationships with the remaining schools and colleges, prioritising those that meet new widening participation criteria1portal. Review options to support non-traditional learners ▪ In order to develop recruitment and support If this activity proves successful, we may offer future opportunities 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 effectiveness carefully monitored during a two-year development phase. Develop “LTUC Credit Scheme” o LTUC will develop an activity package for Partner Institutions and individual students, promoting collaboration and social mobility, andthis type.