Common use of Student Progression Clause in Contracts

Student Progression. National research has highlighted that graduates from WP backgrounds are at a disadvantage in terms of accessing certain professions. The University’s Careers Service has undertaken additional local research using the Destinations of Leavers from Higher Education (DLHE) data, which has shown that University of Manchester graduates from low income households are less likely to be in graduate level work or study six months after graduation than non-WP graduates. This data, along with qualitative data collected through annual focus groups with current WP students, has informed the development of our WP Employability Strategy, which sets out the services and opportunities we offer to WP students in order to both improve their employability outcomes and also ensure the gap in outcomes narrows. The Careers Service supports the University’s WP mission from pre-entry, through undergraduate studies and beyond. Pre-entry support includes targeting WP students through University Open Day and Visit Day talks on the benefits of Higher Education, supporting colleagues in the delivery of bespoke WP events and championing social mobility issues with graduate recruiters. Initiatives for current WP undergraduate students include enhanced support for MAP undergraduates, Care Leavers and Mature Students in conjunction with the analysis of attendance data from across the Careers Service to identify areas of need for bespoke WP focused Faculty, School and Programme level activities. Alongside work with students, the Careers Service initiated and now leads the North West WP Careers Consultants forum to allow HEIs to share good practice in this area and is also undertaking activity alongside other university colleagues in a legacy project following the HEFCE PSS pilot which will research students’ aspirations and perceived barriers for entering PGT study and will also identify bespoke PGT on-course support needs for WP students. Careers service staff have spoken at related conferences for example those run by the National Educational Opportunities Network (NEON) and the Association of Graduate Careers Advisory Services (AGCAS) to spread good practice in this area. They regularly liaise with the Bridge Group36, informing them of initiatives aimed at supporting WP students and the resulting impact in progression. The Careers Service additionally supports disabled students through a range of tailored activities, including regular sessions on disclosure, disability friendly employers and extended careers guidance appointments. We recognise that disabled students have many barriers to finding appropriate employment and that bespoke events and one-to-one support are effective ways of offering enhanced assistance to this group. We identify and collaborate with employers committed to improving their recruitment of disabled graduates and recent feedback from a disability friendly employer event has been very positive. Students stated that they were now more knowledgeable about their equality rights and on recruitment processes, more confident about disclosing their disability to a potential employer, and more informed on people and organisations that are there to advise or support them. The University is currently planning to develop specific work placements for disabled students with local businesses. The Careers Service have also developed a Student Experience Internship (SEI) programme, which in 2016 placed 71 students in 8 week, paid, summer internship positions, either within the University or in local charities/not- for-profit organisations. Of these 71 students, 40 were from a Widening Participation background (56%). Through participating in the SEI 2016 programme, students were able build up their levels of work experience and utilise their key skills in a professional environment. In addition to the internship opportunity, students received an exclusive Development Support Programme. Taking place throughout the summer, this series of specialised events and workshops aimed to ensure that students were able to effectively translate the experience they had obtained into clear competencies when applying for graduate opportunities. Students from a WP background offered overwhelmingly positive feedback upon conclusion of their SEIs, citing significant increases in confidence in their ability to network, as well more clarity in what career they wanted to pursue upon graduation. We also recognise that one of the biggest barriers students can face when attempting to secure work experience is the financial costs involved. Often these opportunities are unpaid or the level of remuneration is relatively low in comparison to the salary offered and the location of the work. To combat this, the Careers Service offers a Work Experience Bursary scheme which allows full time undergraduate students to apply for up to £1000 to assist with accommodation, travel and care costs. In the academic year 2015/16 a total of 142 students from a Widening Participation background were awarded support towards their work experience. Feedback showed that not only did our students gain valuable work experience to add to their CV and made useful networking connections, but several also received job offers on the back of their work opportunity. Another key aspect of work with WP students is to help enable them to build networks. The Manchester Gold career mentoring programme run at the University prioritises opportunities for students from low income households, helping them get insights and build contacts in areas of work that interest them. The University also works closely with alumni around the world to offer students from low income households the opportunities to find out more about work and life in other countries. This programme, “Global Graduates” funds 30 such students per year to work with alumni in New York, Paris, Singapore, Hong Kong, Toronto and San Francisco. Most students find this a life changing experience and is a real enabler of “social capital”. The impact of this work can be seen in the steady improvements in the employability outcomes for WP students. The gap between WP students and their non-WP counterparts has also begun to narrow. In a five-year period between 2010/11 and 2014/15, the percentage of graduates from low income households in either graduate level work or study increased by 12.1%. Taking a five-year average, the gap between WP and non-WP students has decreased from 4.4% (baseline data) to 3.1% (five-year average 2010 – 2015). It is hoped that through the continued development of the schemes outlined above37, the gap will continue to narrow and will be evidenced further in the outcomes of future graduates.

Student Progression. National research The success of the Work Study scheme has highlighted that graduates from WP backgrounds are at a disadvantage been demonstrated by initial student participation in terms of accessing certain professionsthe pilot phase. The University’s Careers Service has undertaken additional local research using scheme will continue to grow and will be available in all academic schools and will target students who meet the Destinations widening participation eligibility criteria. In addition focussed employability support work will continue with students with on the autism spectrum and similar strategies for further supporting undergraduates with disabilities or particular needs will be developed and delivered by academic schools and student services. We will continue to establish work-study and internship opportunities, and to place students from targeted cohorts in these. These placements will engage students fully within the University community, and allow them to earn money while developing their employability skills. Some of Leavers from Higher Education (DLHE) datathese placements will be with our Student Ambassador Xxxxxx, which has shown that but many others will be established in other sections of the University of Manchester graduates from low income households are less likely and we will seek to be in graduate level work or study six months after graduation than non-WP graduates. This data, along with qualitative data collected through annual focus groups with current WP students, has informed the development of our WP Employability Strategy, which sets out the services and opportunities we offer to WP match students in order to both improve their employability outcomes and also ensure the gap in outcomes narrows. The Careers Service supports the University’s WP mission from pre-entry, through undergraduate studies and beyond. Pre-entry support includes targeting WP students through University Open Day and Visit Day talks on the benefits of Higher Education, supporting colleagues in the delivery of bespoke WP events and championing social mobility issues with graduate recruiters. Initiatives for current WP undergraduate students include enhanced support for MAP undergraduates, Care Leavers and Mature Students in conjunction with the analysis of attendance data from across the Careers Service to identify areas of need for bespoke WP focused Faculty, School and Programme level activities. Alongside work with students, the Careers Service initiated and now leads the North West WP Careers Consultants forum to allow HEIs to share good practice in this area and is also undertaking activity alongside other university colleagues in a legacy project following the HEFCE PSS pilot which will research students’ aspirations and perceived barriers for entering PGT study and will also identify bespoke PGT on-course support needs for WP students. Careers service staff have spoken at related conferences for example those run by the National Educational Opportunities Network (NEON) and the Association of Graduate Careers Advisory Services (AGCAS) to spread good practice in this area. They regularly liaise with the Bridge Group36, informing them of initiatives aimed at supporting WP students and the resulting impact in progression. The Careers Service additionally supports disabled students through a range of tailored activities, including regular sessions on disclosure, disability friendly employers and extended careers guidance appointments. We recognise that disabled students have many barriers to finding appropriate employment and that bespoke events and one-to-one support are effective ways of offering enhanced assistance to this group. We identify and collaborate with employers committed to improving their recruitment of disabled graduates and recent feedback from a disability friendly employer event has been very positive. Students stated that they were now more knowledgeable about their equality rights and on recruitment processes, more confident about disclosing their disability to a potential employer, and more informed on people and organisations that are there to advise or support themprofessional interest. The University is currently planning piloting an innovative tripartite scheme between the University, Brompton Academy and a private teacher training provider that combines a QTS school-based qualification with a part time PhD route for students who have been outreach student ambassadors at Kent. The scheme has evolved from the provision of our outreach offer and has been devised to develop specific work placements further meet our requirements for disabled high quality subject-based outreach but it has also provided an opportunity for progression to postgraduate and professional qualifications our undergraduate students. Based upon the early success indicators of the scheme, and ongoing acute teacher shortages, the University is broadening support for its sponsored school through the development of short teaching internships open to second year undergraduates and transition modules for students with local businessesan interest in teaching in their final year. The Careers Service have also developed a Student Experience Internship Broad targets: • Continue to monitor and address non-continuation of young full time degree entrants from LPN Q1 and Q2. • Reduce the gap in achievement of intended award between POLARv3 Q2 and Q5 students (SEI) programme, which in 2016 placed 71 students in 8 week, paid, summer internship positions, either within the University or in local charities/not- for-profit organisations. Of these 71 students, 40 were from a Widening Participation background (56%88% to 94% respectively). Through participating in the SEI 2016 programme• Reduce performance gap with regard to first and 2.1 attainment based on age and ethnicity. • Improve retention and success of mature learners. • Further development of targeted tracking, students were able build up their levels of work experience intervention and utilise their key skills in a professional environment. In addition to the internship opportunity, students received an exclusive Development Support Programme. Taking place throughout the summer, this series of specialised events and workshops aimed to ensure that students were able to effectively translate the experience they had obtained into clear competencies when applying for graduate opportunities. Students from a WP background offered overwhelmingly positive feedback upon conclusion of their SEIs, citing significant increases in confidence in their ability to network, appropriate support as well more clarity as the identification of relevant work-study and internship opportunities, to be undertaken by the three faculty employability posts established last year under our Access Agreement. • Continuation of the ambassador and student mentoring programme across the University. • Ambassador scheme to be assessed not only on success in what career they wanted outreach, but also monitored for impact on the retention and future employability of the student ambassadors. • Employability advisors to pursue work with students with disabilities and employers to address the lower employment rate of students with disabilities upon graduation. We • Closely monitor the impact of new fee levels on progression to postgraduate study. Financial support for students The University anticipates that we will provide bursary support to a minimum of 700 students. Awards of £4,500 will be allocated to eligible students across 3 years of study comprising £1,500 per year of study. Students that study a year abroad, year in industry or a 4 year undergraduate degree programme will receive an additional award of £1,500 (a maximum award of £6,000).6 This support will be targeted at students with a household income below £42,875 who also recognise that one of the biggest barriers students can face when attempting to secure work experience is the financial costs involvedmeet other widening participation criteria. Often these opportunities are unpaid or the level of remuneration is relatively low in comparison to the salary offered and the location of the work. To combat thisIn addition, the Careers Service offers University will also grow its Partner School and College Scholarship Scheme to include more bursaries and we will introduce competitive work-linked financial programmes of support in partnership with these institutions too. Applications for Partner School and College scholarships are welcomed from UK and EU students from our Partner Schools and Colleges who are applying to Kent for full fee programmes and is worth £1,000 per year of study. Eligibility for the Kent Financial Support Package will be determined by a Work Experience number of indicators; in order to qualify, students under 21 whose household incomes fall within these bands will be required to meet low participation criteria (the student’s household is located in an area that traditionally has had low levels of participation in higher education (quintiles 1 and 2) as defined by the Higher Education Funding Council for England (HEFCE) or is classified as social housing). A full list of postcodes and their classification by participation (POLARv3) can be found on the HEFCE website and social housing data can be accessed on the University of Kent site7. Students who are 21 or over (at the 30th September on their year of entry) will be eligible for the Kent Mature Student Bursary scheme which allows full time undergraduate if they meet the household income thresholds as outlined above. Equally, all eligible candidates will have attended state funded education (including state funded secondary or Further Education aged 16 onwards). Students with disabilities in receipt of DSA8 with an income up to £42,875 are also eligible. All care leavers will also be eligible for the same financial package. Socio-economic and first in family data will also be requested so that eligibility can be ranked should demand exceed supply. Medway School of Pharmacy students who also satisfy these criteria will be eligible for the same range of support packages. It has not proved possible to apply accurately model the local carer population to date to see if it is possible to establish a carer-assessed finance package that would be based primarily upon students in our Partner FE colleges. However, we will put a capped pilot in place, at the same value as our care leavers package, for up to £1000 10 carers, whose status will be verified by a council assessment in 2017. Consideration of financial support has also been given to assist with accommodation, travel and care costs. In the academic year 2015/16 a total of 142 students from a Widening Participation background were awarded support towards their work experience. Feedback showed that not only did our students gain valuable work experience to add to their CV and made useful networking connections, but several also received job offers on the back of their work opportunity. Another key aspect of work with WP students is to help enable them to build networks. The Manchester Gold career mentoring programme run at the University prioritises opportunities for students from low income households, helping them get insights and build contacts in areas of work that interest them. The University also works closely with alumni around the world to offer students from low income households the opportunities to find out more about work and life in other countries. This programme, “Global Graduates” funds 30 such students per year to work with alumni in New York, Paris, Singapore, Hong Kong, Toronto and San Francisco. Most students find this a life changing experience and is a real enabler of “social capital”. The impact of this work can be seen in the steady improvements in the employability outcomes for WP estranged students. The gap between WP students and their non-WP counterparts has also begun to narrowHowever, at this time there are no standard external verification measures in place on which we can model financial support. In a five-year period between 2010/11 and 2014/15, the percentage of graduates from low income households in either graduate level work or study increased by 12.1%. Taking a five-year average, the gap between WP and non-WP students has decreased from 4.4% (baseline data) to 3.1% (five-year average 2010 – 2015). It is hoped that through the continued development of the schemes outlined above37, the gap will continue to narrow and will be evidenced further in the outcomes of future graduatesWithin this context we would encourage those 6 Based on current Government policy.

Student Progression. National research has highlighted that graduates from WP Widening Participation (WP) backgrounds are at a disadvantage in terms of accessing certain professions. The University’s Careers Service has undertaken additional local research using the Destinations of Leavers from Higher Education (DLHE) data, which has shown that University of Manchester graduates from low income households are less likely to be in graduate level work or study six months after graduation than non-WP graduates. This data, along with qualitative data collected through annual focus groups with current WP students, has informed the development of our WP Employability Strategy, which sets out the services and opportunities we offer to WP students in order to both improve their employability outcomes and also ensure the gap in outcomes narrows. The Careers Service supports the University’s WP mission from pre-entry, through undergraduate studies and beyond. PreOur pre-entry support includes targeting WP students through University Open Day and Visit Day talks on the benefits of Higher Education, supporting colleagues in the delivery of bespoke WP events and championing social mobility issues with graduate recruiters. Initiatives for current WP undergraduate students include enhanced support for discrete WP groups including MAP undergraduates, Care Leavers and Mature Students in conjunction with the analysis of attendance data from across the Careers Service to identify areas of need for bespoke WP focused Faculty, School and Programme level activities. Alongside work with students, the Careers Service initiated and now leads the North West WP Careers Consultants forum to allow HEIs to share good practice in this area and is also undertaking activity alongside other university colleagues in a legacy project following the HEFCE PSS pilot which will research students’ aspirations and perceived barriers for entering PGT study and will also identify bespoke PGT on-course support needs for WP students. Careers service staff have spoken at related conferences for example those run by the National Educational Opportunities Network (NEON) and the Association of Graduate Careers Advisory Services (AGCAS) to spread good practice in this area. They regularly liaise with the Bridge Group36, informing them of initiatives aimed at supporting WP students and the resulting impact in progression. The Careers Service additionally supports disabled students through a range of tailored activities, including regular sessions on disclosure, disability friendly employers and extended careers guidance appointments. We recognise that disabled students have many barriers to finding appropriate employment and that bespoke events and one-to-one support are effective ways of offering enhanced assistance to this group. We identify and collaborate with employers committed to improving their recruitment of disabled graduates and recent feedback from a disability friendly employer event has been very positive. Students stated that they were now more knowledgeable about their equality rights and on recruitment processes, more confident about disclosing their disability to a potential employer, and more informed on people and organisations that are there to advise or support them. The University is currently planning to develop specific work placements for disabled students with local businesses. The Careers Service have also developed a the Student Experience Internship (SEI) programme, which in 2016 2015 placed 71 77 students in 8 week, paid, summer internship positions, either within the University or in local charities/not- not-for-profit organisations. Of these 71 77 students, 40 39 were from a Widening Participation background (5651%). Through participating in the SEI 2016 2015 programme, students were able build up their levels of work experience and utilise their key skills in a professional environment. In addition to the internship opportunity, students received an exclusive Development Support Programme. Taking place throughout the summer, this series of specialised events and workshops aimed to ensure that students were able to effectively translate the experience they had obtained into clear competencies when applying for graduate opportunities. Students from a WP background offered overwhelmingly positive feedback upon conclusion of their SEIs, citing significant increases in confidence in their ability to network, as well more clarity in what career they wanted to pursue upon graduation. We also recognise that one of the biggest barriers students can face when attempting to secure work experience is the financial costs involved. Often these opportunities are unpaid or the level of remuneration is relatively low in comparison to the salary offered and the location of the work. To combat this, the Careers Service offers a Work Experience Bursary scheme which allows full time undergraduate students to apply for up to £1000 to assist with accommodation, travel and care costs. In the academic year 2015/16 a total of 142 2014/15 88 students from a Widening Participation background were awarded support towards their work experience. Feedback showed that not only did our students gain valuable work experience to add to their CV and made useful networking connections, but several also received job offers on the back of their work opportunity. Another key aspect of work with WP students is to help enable them to build networks. The Manchester Gold career mentoring programme run at the University prioritises opportunities for students from low income households, helping them get insights and build contacts in areas of work that interest them. The University also works closely with alumni around the world to offer students from low income households the opportunities to find out more about work and life in other countries. This programme, “Global Graduates” funds 30 such students per year to work with alumni in New York, Paris, Singapore, Hong Kong, Toronto and San Francisco. Most students find this a life changing experience and is a real enabler of “social capital”. The impact of this work can be seen in the steady improvements in the employability outcomes for WP students. The gap between WP students and their non-WP counterparts has also begun to narrow. In Taking a five-five year period between 2010/11 and 2014/15average of DLHE data, the percentage of graduates from low income households in either graduate level work or study increased by 12.1%. Taking a five-year average2% in the most recent year, and the gap between WP and non-WP students has decreased from 4.4% (baseline data) to 3.1% (five-year average 2010 – 2015)3.6%. It is hoped that through the continued development of the schemes outlined above37above, the gap this trend will continue to narrow and will be evidenced further in the outcomes of future graduates.

Student Progression. National research has highlighted that graduates from WP backgrounds are at a disadvantage Xxxxxx College proactively engages with many external bodies in relation to its HE provision, yet the most important in terms of accessing certain professionsprogression is the academic partnership with Plymouth University. As the awarding organisation for many of our programmes, the University actively promotes progression for our Higher Education students. This relationship has helped to build strong sector links between Xxxxxx College and academic faculties at the University in support of our Foundation Degrees. Plymouth provides named subject contacts for Programme Managers of Strode HE courses, known as Academic Liaison Person (ALP). The ALPs visit the College on a regular basis to discuss programme delivery and development and to meet with the programme team and students. This long-standing partnership has been extremely positive and supports academic progression through to Plymouth University’s . The University clearly views Xxxxxx College as a trusted, valuable and efficient partner in the regional delivery of Higher Education. Through its distinct directorate of Academic Partnerships, with whom Strode staff are in constant liaison, Plymouth University also takes a strategic approach to delivering learning opportunities externally. Personal tutors and the College Careers Service has undertaken additional Adviser are equally able to provide advice about academic opportunities and progression routes at other universities, as well as fostering effective links with employers. Appropriate guidance is offered on a fair and equitable basis to Foundation Degree, Degree and HNC/HND students. As Somerset does not have a university and many of our students are mature students with responsibilities that make travelling to study difficult, we have started to build opportunities for them to further progress their studies at the College. In 2014 we received Plymouth University approval to run a BA (Hons) top-up programme for the History, Heritage and Archaeology course, providing a local research using the Destinations progression route to study at Level 6. The BA (Hons) top-up course recruited 15 full-time students and 1 part-time student in its first year of Leavers from operation in 2014-15 with 6 full-time and 2 part-time 2015-16 and 11 full-time in 2016-17. In terms of providing high quality learning opportunities and supporting progression, good employer engagement is a crucial part of any Higher Education (DLHE) dataprogramme. Interacting with business makes the course economically relevant, which has shown that University increases awareness of Manchester graduates from low income households are less likely to be in graduate level the world of work or study six months after graduation than non-WP graduates. This data, along with qualitative data collected through annual focus groups with current WP students, has informed and encourages the development of our WP Employability Strategy, which sets out the services personal and opportunities we offer to WP students in order to both improve their employability outcomes and also ensure the gap in outcomes narrows. The Careers Service supports the University’s WP mission from pre-entry, through undergraduate studies and beyond. Pre-entry support includes targeting WP students through University Open Day and Visit Day talks on the benefits of Higher Education, supporting colleagues professional skills necessary in the delivery workplace. Each HE programme at Xxxxxx College therefore works with a range of bespoke WP events businesses to assist delivery. Employers are also often involved in the design and championing social mobility issues with graduate recruitersdevelopment of new courses and improvements to the student experience. Initiatives With this level of support from the business community, work-related learning is also seen as a fundamental element of all Strode HE courses and diverse possibilities are provided for current WP undergraduate students include enhanced support for MAP undergraduates, Care Leavers to take part in work experience. Students are encouraged through their tutorial to seek either voluntary or paid work in organisations related to their study and Mature Students in conjunction with the analysis professional development is integrated within their programme of attendance data from across the Careers Service to identify areas of need for bespoke WP focused Faculty, School and Programme level activitiesstudy. Alongside work In close consultation with students, the Careers Service initiated and now leads the North West WP Careers Consultants forum Xxxxxx College has built new, dedicated facilities to allow HEIs to share good practice in this area and is also undertaking activity alongside other university colleagues in a legacy project following the HEFCE PSS pilot which will research students’ aspirations and perceived barriers for entering PGT study and will also identify bespoke PGT on-course support needs for WP students. Careers service staff have spoken at related conferences for example those run by the National Educational Opportunities Network (NEON) and the Association of Graduate Careers Advisory Services (AGCAS) to spread good practice in this area. They regularly liaise with the Bridge Group36, informing them of initiatives aimed at supporting WP students and the resulting impact in progressionHE provision. The Careers Service additionally supports disabled students through a range of tailored activities, including regular sessions on disclosure, disability friendly employers Higher Education and extended careers guidance appointments. We recognise Skills Centre includes flexible teaching rooms that disabled students have many barriers to finding appropriate employment and that bespoke events and one-to-one support are effective ways of offering enhanced assistance to this group. We identify and collaborate with employers committed to improving their recruitment of disabled graduates and recent feedback from a disability friendly employer event has been very positive. Students stated that they were now more knowledgeable about their equality rights and on recruitment processes, more confident about disclosing their disability to a potential employer, and more informed on people and organisations that are there to advise or support them. The University is currently planning to develop specific work placements for disabled students with local businesses. The Careers Service have also developed a Student Experience Internship (SEI) programme, which in 2016 placed 71 students in 8 week, paid, summer internship positions, either within the University or in local charities/not- for-profit organisations. Of these 71 students, 40 were from a Widening Participation background (56%). Through participating in the SEI 2016 programme, students were able build up their levels of work experience and utilise their key skills in a professional environment. In addition can be adapted to the internship opportunity, students received an exclusive Development Support Programme. Taking place throughout the summer, this series needs of specialised events and workshops aimed to ensure that students were able to effectively translate the experience they had obtained into clear competencies when applying for graduate opportunities. Students from a WP background offered overwhelmingly positive feedback upon conclusion of their SEIs, citing significant increases in confidence in their ability to networkdifferent groups, as well more clarity in what career they wanted to pursue upon graduationas a fully-equipped area for quiet study and a spacious, comfortable common room. We also recognise that one of the biggest barriers These facilities are greatly appreciated by students can face when attempting to secure work experience is the financial costs involved. Often these opportunities are unpaid or the level of remuneration is relatively low in comparison to the salary offered and the location of the work. To combat this, the Careers Service offers a Work Experience Bursary scheme which allows full time undergraduate students to apply for up to £1000 to assist with accommodation, travel and care costs. In the academic year 2015/16 a total of 142 students from a Widening Participation background were awarded support towards their work experience. Feedback showed that not only did our students gain valuable work experience to add to their CV and made useful networking connections, but several also received job offers on the back of their work opportunity. Another key aspect of work with WP students is to help enable allow them to build networks. The Manchester Gold career mentoring programme run at the University prioritises opportunities for students from low income households, helping them get insights and build contacts in areas of work that interest them. The University also works closely with alumni around the world to offer students from low income households the opportunities to find out more about work and life in other countries. This programme, “Global Graduates” funds 30 such students per year to work with alumni in New York, Paris, Singapore, Hong Kong, Toronto and San Francisco. Most students find this a life changing experience and is a real enabler of “social capital”. The impact of this work can be seen in the steady improvements in the employability outcomes for WP students. The gap between WP students and their non-WP counterparts has also begun to narrow. In a five-year period between 2010/11 and 2014/15, the percentage of graduates from low income households in either graduate level work or study increased by 12.1%. Taking a five-year average, the gap between WP and non-WP students has decreased from 4.4% (baseline data) to 3.1% (five-year average 2010 – 2015). It is hoped that through the continued development of the schemes outlined above37, the gap will continue to narrow and will be evidenced further in the outcomes of future graduatestruly independent learners.