Common use of Outreach work Clause in Contracts

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme and Aimhigher south east. BCUC’s Student Ambassadors scheme has been highlighted as an example of good practice by the Learning and Skills Council. This initiative has grown from a pilot (now embedded) providing support for pupils attending a partner further education college as part of the DfES’s 14-16 increased flexibility programme. Student Ambassadors are now engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appeared to not be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Union, successful applicants from low participation postcodes are contacted by an existing student using text messaging. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that they do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement or no family history of higher education to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retention.

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which that are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme by BCUC and Aimhigher south eastSouth East. BCUC’s Student Ambassadors scheme has been highlighted recognised as an example of good practice by the Learning and Skills Council. This initiative has grown from a pilot (now embedded) providing support for pupils attending a partner further education college as part of the DfES’s 14-16 increased flexibility programme. Student Ambassadors are now engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appeared appear not to not be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Union, an existing student using text messaging contacts successful applicants from low participation postcodes are contacted by an existing student using text messagingpostcodes. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that they new students do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential eventevent ‘Flying Start’. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement achievement, or no family history of higher education education, to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retention.

Outreach work. The University College has will continue to maintain the following activities as a thriving way of promoting higher educational to non traditional students. We aim to increase the numbers of full time HE students from 42 to 80 by 2011-2012. ▪ Aim Higher Lakes College is fully engaged in the Cumbria Aim Higher programme. We are part of an excellence cluster and expanding continue to with partner schools to provide a range of HE experiences and tasters to both school and college students. ▪ Increased flexibility programme Currently, over 300 year 10 and 11 pupils from local schools attend Lakes College to engage in vocational courses to provide additional breadth to their studies, and/or to allow successful participation in vocational programmes that provide aspiration and real opportunities to pursue further study post 16. Pupils experience a range of outreach provision focused through delivery modes, including attendance for half a day per week at college, two full days per week in college, college tutors delivering specialist input to vocational GCSEs in schools; short courses and taster courses. We also have a number of schools participating in the School and College Liaison Team and Young Apprenticeship programme. In addition, from 2009 the faculties and is an active and committed college, as a member of the Xxxxxx KeynesWest Cumbria 14-19 partnership, Oxfordshire will be actively involved in the delivery of Diplomas to all KS4 secondary school pupils in the area. ▪ Access to HE The College’s Access to HE programme provides opportunities to over 50 mature students per year to develop skills and Buckinghamshire Aimhigher partnershipknowledge to enable them to progress into HE. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely The college will lead on a project in association with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which are undertaken by the School and College Liaison Team CHL and the faculties include taster days, master classes and visits other FECs in Cumbria to schools and colleges broaden the curriculum offer for all Access to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme and Aimhigher south east. BCUC’s Student Ambassadors scheme has been highlighted as an example of good practice by the Learning and Skills CouncilHE students across Cumbria. This initiative has grown from a pilot (now embedded) providing support for pupils will involve students attending a partner further education college as conference where they will have the opportunity to take part of the DfES’s 14-16 increased flexibility programmein several vocational taster sessions. Student Ambassadors are now engaged in • Preparation for HE study We will offer a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability bridging module ‘Head Start’ to progress to higher education but who appeared to not be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range of supportive measures. In conjunction with the BCUC Students’ Union, successful applicants from low participation postcodes are contacted by an existing student using text messaging. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new prospective HE students to the University College, answering queries prepare them for study at Level 4 and arranging to meet during Freshers Week to ensure that they do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential eventabove. This is focused on developing primarily designed for adult returners and students progressing from traditionally vocational programmes where academic study has not been a main feature of delivery. The bridging module will however also be open to any other student wishing to participate. We will charge a minimal fee that will be returnable upon completion to encourage participation and achievement. ▪ Community education Lakes College delivers a number of vocational, skills and preparing students with non-traditional qualificationsfor life courses that are delivered in the community. Through these courses, lower levels of academic achievement or no family history of higher education we aim to make a successful transition engage learners into the University College. To date this initiative has been piloted in the Health learning process and Leisure encourage progression into mainstream college provision, and Tourism faculties with impressive results in relation to both achievement and retentionwhere appropriate into HE.

Outreach work. The University College has a thriving and expanding programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit BUCKS’ Marketing, Recruitment and Communications Directorate currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which that are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s BUCKS’ Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme by BUCKS and Aimhigher south eastSouth East. BCUC’s BUCKS’ Student Ambassadors scheme has been highlighted recognised as an example of good practice by the Learning and Skills Council. This initiative has grown from a pilot (now embedded) providing support for pupils attending a partner further education college as part of the DfES’s 14-16 increased flexibility programme. Student Ambassadors are now engaged in a variety of supportive roles including acting as mentors and role models for pupils identified by schools as having the ability to progress to higher education but who appeared appear not to not be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC BUCKS has therefore instigated a range of supportive measures. In conjunction with the BCUC BUCKS Students’ Union, an existing student using text messaging contacts successful applicants from low participation postcodes are contacted by an existing student using text messagingpostcodes. The BCUC BUCKS students who are selected and trained then act as a point of contact between the potential student and the University CollegeUniversity. The role involves welcoming new students to the University CollegeUniversity, answering queries and arranging to meet during Freshers Week to ensure that they new students do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential eventevent ‘Flying Start’. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement achievement, or no family history of higher education education, to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retentionUniversity.

Outreach work. The University College has a thriving and expanding programme undertakes to continue its current pattern of outreach provision focused through work which is summarised below. The College does not intend to allocate any of its additional fee income to augment this activity in the School and College Liaison Team and foreseeable future. In being a further education institution in a county without a higher education institution, meeting the faculties and is an active and committed member widening participation agenda has evolved naturally. We have always worked hard to raise the educational aspirations of the Xxxxxx Keyneslocal and regional population and have had particular success with providing higher education opportunities for ‘second chance’ students. The plans for the future direction of the College (the Appendix refers) mean that, Oxfordshire and Buckinghamshire Aimhigher partnershipfrom 2007/8, it is likely that the configuration of the new campus, with its associated linked local learning centres, will provide an even more explicitly articulated outreach framework. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which are undertaken by the School and College Liaison Team and the faculties include taster Current activities include: • Open events, information days, master classes taster sessions for local school pupils, our own FE and Community Education students, the general public, applicants to our HE courses, sixth form tutors/heads and Connexions staff • School/FE sector/Community group liaison with HE tutors offering talks, lectures, exchange teaching • Employer liaison with local employers involved in the design and delivery of programmes, in particular Foundation Degrees, employer membership of Course Committees, and visits to schools employers • Outreach activities of the Suffolk Institute of Technology (the College in partnership with UEA was successful in its bid for a New Technology Institute) which has a central town-centre site, a presence at Ipswich Railway Station and colleges to provide information significant centres at Hadleigh and support through the UCAS processFramlingham and a research facility at BT Adastral Park at Martlesham. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration local learning centres encourage progression from FE/Learn Direct courses to HE • Active participation in Suffolk Aim Higher and little tradition of progression to higher education. The activities are funded through Aimhigher and BCUC’s Widening Access and Improving Retention budget. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme and Aimhigher south east. BCUC’s Student Ambassadors scheme has been highlighted as an example of good practice by the Learning and Skills Council. This initiative has grown from a pilot Young People into Higher Education (now embeddedYPIHE) providing support for pupils attending a partner further education college as part programmes • Sponsorship of the DfES’s 14-16 increased flexibility programme. Student Ambassadors are now engaged in a variety of supportive roles including acting as mentors Ipswich Town Football Club (ITFC) Learning Centre and role models for pupils identified by schools as having the ability to progress to higher education but who appeared to not be considering university as an option. An example of the close relationship which BCUC staff and students have developed with local schools can be seen involvement in the wide package of support provided ITFC Education and Sports Trust • Targeted mailshots to a local Fresh Start pre-application school pupils about courses in which has included access to BCUC facilities, notably they have indicated an interest • Regular column about the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUCCollege’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students activities in the Leisure local press and Tourism faculty to provide sports coachinga systematic promotional campaign throughout the year, using press releases, good news stories and advertising across the region. In addition an increasing number • Regular evaluation of contacts are being established between course teams effectiveness of outreach activities and senior managers at the school and BCUC. It is clear that not all decisions to continue into higher education are based on academic achievement and BCUC has therefore instigated a range review of supportive measures. In conjunction with the BCUC Students’ Union, successful applicants from low participation postcodes are contacted by an existing student using text messaging. The BCUC students who are selected and trained then act as a point of contact between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that they do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement and directly targeted at widening participation groups is the pre entry residential event. This is focused on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement or no family history of higher education to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retention.practice

Outreach work. The University College has a thriving and expanding Institute currently engages in an extensive outreach programme of outreach provision focused through the School and College Liaison Team and the faculties and is an active and committed member of the Xxxxxx Keynes, Oxfordshire and Buckinghamshire Aimhigher partnership. BCUC’s Regional Development Unit currently hosts and supports five members of staff employed by Aimhigher and works closely with the Aimhigher network in order to ensure that there is a high level of synergy between the two organisations and no duplication of effort. Activities which are undertaken by the School and College Liaison Team and the faculties include taster days, master classes and visits to schools and colleges to provide information and support through the UCAS process. These activities are largely targeted at institutions where there are lower levels of achievement, low levels of aspiration and little tradition of progression to higher education. The activities are partly funded through Aimhigher and BCUCpartly from its own resources. It is engaged in a number of activities with local sixth forms, sixth form partner colleges and the Institute’s Widening Access and Improving Retention budgetown level 3 students. Aspiration raising is also supported through summer schools, funded through HEFCE’s national specialist programme and Aimhigher south east. BCUC’s Student Ambassadors scheme has been highlighted as an example of good practice Inter alia these include a sub-regional Higher Education Fair hosted by the Learning Institute, a scheme to attract more people recovering from mental health problems into higher education, and Skills CouncilSummer Schools aimed at both prospective students and their parents. This initiative In addition, through initiatives such as HE4U, the Institute has grown from targeted Year 9 students for outreach work as a pilot (now embedded) providing support for pupils attending a partner further education college as part way of the DfES’s 14-16 increased flexibility programmeraising student aspirations in an area of traditionally low participation rates. Student Ambassadors Short courses are now engaged also provided in a variety of supportive roles including acting as mentors community settings, targeting specifically mature learners who typically fall within the widening participation brief. The Institute has identified three key target groups to which additional fee income would be targeted. Firstly, those with Level 3 vocational qualifications who currently do not progress to Xxxxx 0, secondly mature students and role models finally those living on the Eastern coastal strip, centred on Mablethorpe and Skegness. In addition to its normal outreach activities, the Institute is committed by 2009 to: introducing a mentoring scheme open to both full and part time Level 3 vocational learners increasing the use of on-line/blended learning on its higher education courses extending progression agreements with local schools and colleges appointing a Higher Education Schools and Colleges Liaison Officer who will join our current Schools Liaison team with specific responsibility for pupils identified by schools as having the ability higher education appointing a Higher Education Study Skills Facilitator dedicated to progress providing study skills provision to higher education but who appeared students on all levels to not be considering university as an optionaid retention and progression between levels. An example The appointment of the close relationship which BCUC staff and students have developed with local schools can be seen in the wide package of support provided to a local Fresh Start school which has included access to BCUC facilities, notably the recording studios, information technology and sports facilities. Curriculum links have been developed by BCUC’s Citizenship team who have worked with staff and pupils to establish the School Council and through links with students in the Leisure and Tourism faculty Higher Education Mentor to provide sports coaching. In addition an increasing number of contacts are being established between course teams and senior managers at the school and BCUC. It is clear that not all decisions support to continue into higher education are based on academic achievement students, particularly in their first year, to help build confidence, self assurance and BCUC has therefore instigated improve retention. the establishment of a range of supportive measures. In conjunction with the BCUC Students‘job-shop’ Union, successful applicants from low participation postcodes are contacted by an existing student using text messaging. The BCUC students who are selected and trained then act as which will create a point of contact link between the potential student and the University College. The role involves welcoming new students to the University College, answering queries and arranging to meet during Freshers Week to ensure that they do not become lonely and isolated. The contact continues until the beginning of the second semester of the first year to encourage and support new students to return after the Christmas break. This initiative has been warmly welcomed by existing and new students and will be extended as part of the Access Agreement. A further example of pre entry support which will be included as part of the Access Agreement local employers and directly targeted at widening participation groups is the pre entry residential event. This is focused provide information on developing study skills and preparing students with non-traditional qualifications, lower levels of academic achievement or no family history of higher education to make a successful transition into the University College. To date this initiative has been piloted in the Health and Leisure and Tourism faculties with impressive results in relation to both achievement and retentionopportunities for appropriate part- time employment.