Common use of Outreach Clause in Contracts

Outreach. Our outreach activity encompasses all of the Sussex and south east Hampshire regional community. A weighted combination of the following data have been used to create a list of 30 schools and colleges with whom we have formal partnerships since 2011: POLAR, Employment Support and Training (EST), CVA, and Income Deprivation Affecting Children Index (IDACI). Following the release of Polar3, we will re-assess our local and regional schools and will form new partnerships where appropriate. In addition to these schools and colleges we have continued to work with all our local schools and colleges, focussing on cohorts drawn from a combination of first-generation and low-income households, as well as the AimHigher schools and colleges for which we were previously the lead HEI and did not form part of our target 30. In total, we will continue to undertake access and outreach work in more than 50 schools and colleges; this will now begin in Year 9, rather than in Year 7, in order that we can utilise the unique learner number and more effectively monitor and evaluate the impact of our activities. Learner Progression Framework (LPF) Listening to our partner schools and colleges, we have devised the Learner Progression Framework (LPF) to consolidate our work year on year. Our school and college partners have indicated critical success factors to date as being an increase in: • Students’ self confidence • Awareness of opportunities • Students entering further education • Attainment levels • Motivation and aspiration levels in school • Applications to university Partner schools can: • Participate fully in all elements of the framework • Work with us to devise a coherent programme, drawn from the LPF that meets their needs The provision is revised constantly through post-event evaluations from students, teachers, parents and ambassadors with new interventions being added to keep pace with the changing education landscape. Supporting progress - Years 9 – 11 • Summer School • HEI Mini Campus Visit • Parents/Carers Event • Vocational Route Year 9 Standalone inspiration events ChiRocks Targeted at songwriters, vocalists and musicians from across our WP target schools, this is a three-day summer school project run by the University’s Music Department and the Widening Participation team. Eighty pupils spend three days working with musicians, business studies advisors, to produce a record and stage a live concert, as well as pitching ideas on how to market their record to a Dragons Den-style panel. The idea behind XxxXxxxx is to give students an insight into life at a University through an accessible and creative medium whilst encouraging them to reach their full potential through music.

Outreach. Our The University of Derby has well established mechanisms for outreach activity encompasses all of the Sussex and south east Hampshire regional community. A weighted combination of the following data have been used to create a list of 30 schools and colleges work through its partnership with whom we have formal partnerships since 2011: POLAR, Employment Support and Training (EST), CVA, and Income Deprivation Affecting Children Index (IDACI). Following the release of Polar3, we will re-assess our local and regional schools and will form new partnerships where appropriate. In addition to these schools and colleges we have continued to work with all our local schools and colleges, focussing on cohorts drawn from a combination of first-generation and low-income households, as well as the AimHigher schools and colleges for young people, and community initiatives and employers for adults. From additional fee income, since 2005, the University has extended its existing Progression Scheme arrangements with schools and colleges in disadvantaged communities and those having lower than average participation rates. The Aimhigher Derbyshire project has been very specific in its targeting of schools with which we were previously to engage. Of the lead HEI 19 schools that the scheme focussed on within Derby and did not form part Derbyshire, 10 are already Progression Scheme partners. The remaining 9 will be invited to become partners and will have opportunities for their students to participate in a wide range of our target 30activities within the Scheme. In totalWe will seek to incorporate the work of Aimhigher Ambassadors into a more coordinated use of students as role models/mentors for school pupils. Extension of the use of a multi engagement strategy for school pupils – confirmed as more effective than one-off engagements by the Aimhigher Impact publication (Review of Evidence from Aimhigher Area Partnerships of the Impact of Aimhigher, we (January 2011)) will be supported by the creation of a Core Activity Framework, similar to the Aimhigher Progression Framework. This will provide a menu of opportunities for engagement around which to plan additional contacts. A major focus for the Education Liaison Progression Scheme has been on activities with Year Groups 12 & 13. This work will continue to undertake access and outreach will be reported under the WPSA. The Core Activity Framework, together with increased resources, will enable provision of more activities for Years 7 and 8, though the focus would be on increasing work in with year groups 9,10 and 11. Additional funded activity on campus will include more than 50 schools and colleges; this will now begin in Year 9work with specific target groups – boys, rather than in Year 7G&T, in order that we can utilise the unique learner number and more effectively monitor and evaluate the impact of our activities. Learner Progression Framework (LPF) Listening to our partner schools and collegesSTEM subject work, we have devised the Learner Progression Framework (LPF) to consolidate our work year on year. Our school and college partners have indicated critical success factors to date as being an increase in: • Students’ self confidence • Awareness of opportunities • Students entering further education • Attainment levels • Motivation and aspiration levels in school • Applications to university Partner schools can: • Participate fully in all elements of the framework • Work with us to devise a coherent programmeapprentices, drawn from the LPF that meets their needs The provision is revised constantly through post-event evaluations from students, teachersBME groups, parents and ambassadors Access students. As one of the few universities in the country offering both FE and HE programmes, the University of Derby will also exploit opportunities to undertake outreach work into our FE programmes – providing a seamless progression from school through to HE and the development of a co-ordinated programme for our own FE cohort. A FE Development Officer (0.5 FTE) based at our Buxton campus will be made available to support activity in this area, including the targeting of Young Apprentices within schools – a proposition which will be relatively unique within Access Agreements. Collaborative Working Additional work will be undertaken to develop a collaborative approach to access in partnership with new interventions being added to keep pace with the changing education landscapeUniversity of Nottingham. Supporting progress - Years 9 Key features and benefits of this arrangement could include – 11 • Summer School • HEI Mini Campus Visit • Parents/Carers Event • Vocational Route Year 9 Standalone inspiration events ChiRocks Targeted at songwriters, vocalists and musicians from across our WP target schools, this is a threeCo-day summer school project run by the University’s Music Department and operation of the Widening Participation teams in the delivery of the agreement to maximise the geographical spread and the number of partnerships that can be achieved & also avoid duplication To support students in their understanding of, application and transition to a Xxxxxxx Group University and a Post 92 University To provide participants with the opportunity to engage with activities in both Universities, and so grow the total pool of applicants University of Derby to use its expertise in delivering foundation/bridging programmes for students to progress to Nottingham or Derby STEM programmes To support students in making informed choices in their application to Higher Education The provision of jointly developed and branded materials providing information about the learning experience in two contrasting Universities. To enable this work, the University will seek to recruit two Development Officers from the Aimhigher team. Eighty pupils spend three days working with musicians, business studies advisors, to produce a record supplement the existing Education Liaison Progression Scheme, and stage a live concert, as well as pitching ideas on how will allocate non-pay budget to market support their record work. These staff will be recruited from 2011/12 – requiring the University to a Dragons Den-style panel. The idea behind XxxXxxxx is to give students an insight into life at a University through an accessible and creative medium whilst encouraging them to reach their full potential through music.cover the cost of the additional resource for one year in advance of the 2012 uplift in fee income..

Outreach. Our outreach activity encompasses all Primary school work, School Yrs 1 - 6 By 2012-13, our plan is to have established links with 10 local primary schools, particularly those which feed into our partner secondary schools in order to raise aspirations and help identify talented student at this early age. In 2012-13, we intend to offer workshops in the schools about the journey to Higher Education. Following on from this, we will recruit a smaller group of the Sussex and south east Hampshire regional communitytalented primary schoolchildren to attend a day’s workshop here. A weighted combination of the following data It is anticipated that we will continue to work with these children in subsequent years, after they have been used to create a list of 30 moved into secondary schools and colleges with whom we have formal progression framework agreements. Secondary school outreach School Yrs 7 - 11 By 2012-13, we intend to have developed partnerships since 2011with 6 new schools in the Greater Merseyside area, so that in this year we should be working with 15 schools in total. All the secondary schools will be selected on the basis of contextual data to ensure good targeting principles are being applied (see milestones in table 5b). School Yrs 7 – 9 After school workshops During 2012-13, for Yrs 7, 8 and 9 in our 15 partner schools we will aim to provide after school sessions in a selection of performing arts and making performance possible subjects. In the course of running these activities it is anticipated that we will identify talented young people from under-represented groups, who will be interested in progressing onto our next set of activities (called the progression framework) that works with smaller groups of students in Yrs 10 and 11. Yrs 10 and 11 Progression framework Students identified as talented in Yr 9 in the schools will be invited to apply to join the progression framework where they will be invited to take part in the following: POLARYr 10 initiatives Workshop days here Non-residential summer school at the end of Yr 10 here Yr 11 initiatives Careers focus day One to one mentoring sessions Free tickets to attend shows here One day workshop to evaluate their progress and to help them plan their futures Yrs 10 and 11 Making Performance Possible Profile Raising We have been able to gain high levels of interest from students, Employment Support and Training (EST)interested in progressing to Acting, CVADance or Music/Singing courses, but have had less interest from students who might wish to study one of our Making Performance Possible subjects. This reflects general trends in applications to these programmes. We are therefore proposing a new range of making performance possible activities for students gifted in art, science, and Income Deprivation Affecting Children Index (IDACI)technology to ignite their interest in Sound Technology, Theatre Design and Theatre Technology. Following These activities will require intensive marketing to attract appropriate numbers of students from wp target groups. Post 16 outreach: At this stage, it is important to be working with the release of Polar3most talented students from under-represented groups and to support them in their progression to HE courses or professional training. In 2012-13, we will re-assess our link with up to six local colleges and regional schools with sixth forms who teach subjects similar to ours and will form new partnerships where appropriatework with them to identify talented young people and mature students, who could progress on to our courses. In addition We will also continue to these work with talented young people from under- represented groups who have come through our progression framework. Yr 12/1st year of college one day workshops delivered in the colleges an intensive skills project for Yr 12 here Yr 13/2nd year of college Week-long audition workshops to prepare students for the process of auditioning to study Acting or Dance at Higher Education level Audition workshop weekend for Acting, Dance, Singing and Music One to one audition and interview mentoring Mature students workshops These are aimed at students undertaking Access courses in relevant subjects in local colleges. The intention is to make them aware of relevant courses here and to help raise awareness of the benefits of progressing to HE in general. Collaborative working between institutions Working with local schools and colleges to develop partnerships for progression and to identify talent is a central theme to our outreach work. In the past Aimhigher was instrumental in co-ordinating outreach activity with schools, colleges and communities. We will therefore be exploring ways to work closely with the other HEIs locally to develop partnerships which support the progression of young people and to ensure there is parity over delivery and students get the best possible local provision. We will also build on partnerships that we have continued started to work establish with all local theatres, who can engage young people on a different level and demonstrate the progression from Higher Education into the professional world. Fair Access: Use of contextual data in admissions In 2011-12 for 2012 entry we will be trialling the use of the new contextual data on applicants from UCAS. We currently invite a high proportion of applicants to audition/interview and it is our local schools intention to make admissions tutors aware of contextual data during the auditioning/interview process. This will enable admissions tutors to add context to their decision-making process on an individual basis. It may lead in some cases to offers being made that request a lower level of UCAS tariff points at Level 3 qualifications. In terms of performance at audition/interview the data may also help us recognise that an applicant may have had less opportunities to gain experience in the subject they wish to study here so will add the context of informing the applicant’s potential to benefit from the course. It is anticipated that there will be some extra time required on training staff and collegesadministering this process but we have not included this cost in the access agreement. Audition fee waivers and travel grants We hold between 50 and 60 audition/interview events per year on our own premises. In 2010-11, focussing on cohorts drawn from a combination of first-generation and low-income households, as well as the AimHigher schools and colleges we charged students that attended an audition for which we were previously the lead HEI and did not form part one of our target 30performing arts programmes an audition fee of £35. There was no fee for attending an interview event. However, there are travel costs associated with attending either an audition or interview event. In total2010, we surveyed applicants who had declined to attend an audition or interview event for 2010 entry. Around 32% of applicants, who responded to the survey, cited the fee as one of the barriers to attending the auditions/interviews and 39% cited additional costs associated with attending the auditions/interviews as one of the barriers. In 2011-12 for 2012 entry, we will, therefore, trial a new system for offering audition fee waivers and travel grants. These will be offered to applicants that we wish to invite to audition /interview, who we identify as being from POLAR2 Q1 (this will be based on postcode data on the applicants’ UCAS form). We are making an assumption that we would continue the audition fee waiver and travel grants in 2012-13. We envisage that there will be some extra time involved in administering this, but we have not included this cost in our access agreement. The access agreement is simply showing the reduction in our income for audition fees and the anticipated cost of travel grants, on the assumption that levels and patterns of applications remain similar to undertake those for 2010 entry. Foundation Certificate Fee Waivers We offer four private Foundation Certificate courses in Performing Arts (Acting, Dance, Singing) and Popular Music and Sound Technology. Given the high level of competition for places on performing arts degrees, these intensive year long courses are designed to help talented students to develop their potential and skills further. This means they may, therefore, be more likely to be able to progress on to degree level study at a performing arts institution, which receives many more applications than places. The tuition fee is in the region of £9,000 for each Foundation Certificate. It is our intention to offer eight students from Greater Merseyside who are from under-represented groups the opportunity to gain a free place on the Foundation Certificates in 2012-13. Selection will be based on evidence of their financial situation and a decision will be made by a panel here. Student retention As our student retention record is so strong, we do not intend to include additional activities in this area for 2012-13. We will record the activities that we currently provide that contribute to student retention in our WP Strategic Assessment. Financial support for students National Scholarship Programme Matching We intend to match the National Scholarship Programme (NSP) for new UK entrants in 2012-13 and will be using the detailed guidance issued by the government to formulate the fine details of how we will provide this. In the meantime, here are our current proposals, LIPA is planning to award 16 National Scholarships in the 2012/2013 academic year. We know that in order to be considered for a NSP, students must be: Ordinarily resident in England or the EU Be liable to pay the new proposed £9,000 per year tuition fees A new full-time undergraduate student starting university for the first time in 2012 From a low income household where the declared household residual income is £25,000 or less Meeting the above four essential eligibility criterion will not equate to an automatic entitlement to a NSP. LIPA will be awarding up to 16 scholarships based on: students who demonstrate they are in the greatest financial need students from disadvantaged socio-economic areas students who were looked-after children/care leavers We propose to award the scholarships as follows: Fee-waiver: The eligible full-time students from England will receive a fee waiver or discount of £2,000, which means their first year tuition fees will be reduced to £7,000. Bursary: The eligible full-time students from England will also receive a cash bursary of £1,000. EU students: will only be able to receive the fee waiver element of the NSP award. This means their first year tuition fee will be reduced to £7,000 Other financial support Given our current high levels of student retention, we are not considering providing additional financial support to new entrants outside of matching the NSP funding. Financial support for continuing students who started their courses between 2006- 07 and 2011-12 will remain on the same arrangements. This is shown in Annex B, table 3. Section Four: Targets and milestones Our access agreement includes stretching targets, which are identified in Annex B, table 5a and table 5b. Table 5a includes targets for HESA Widening Participation Performance Indicators. These include aspirations to improve our percentage of young entrants from SEC 4-7. We have also included targets for applications. This data is available earlier from UCAS for monitoring purposes than HESA WP PI so will help us to get a sense at an earlier stage if our activities are yielding the results that we expect to see. Table 5b includes targets for outreach work in more than 50 schools 2012-13 and colleges; this will now begin fair access initiatives (which have been described in Year 9, rather than detail in Year 7, in order that we can utilise the unique learner number and more effectively monitor and evaluate the impact of our activities. Learner Progression Framework (LPF) Listening to our partner schools and colleges, we have devised the Learner Progression Framework (LPF) to consolidate our work year on year. Our school and college partners have indicated critical success factors to date as being an increase in: • Students’ self confidence • Awareness of opportunities • Students entering further education • Attainment levels • Motivation and aspiration levels in school • Applications to university Partner schools can: • Participate fully in all elements of the framework • Work with us to devise a coherent programme, drawn from the LPF that meets their needs The provision is revised constantly through post-event evaluations from students, teachers, parents and ambassadors with new interventions being added to keep pace with the changing education landscape. Supporting progress - Years 9 – 11 • Summer School • HEI Mini Campus Visit • Parents/Carers Event • Vocational Route Year 9 Standalone inspiration events ChiRocks Targeted at songwriters, vocalists and musicians from across our WP target schools, this is a section three-day summer school project run by the University’s Music Department and the Widening Participation team. Eighty pupils spend three days working with musicians, business studies advisors, to produce a record and stage a live concert, as well as pitching ideas on how to market their record to a Dragons Den-style panel. The idea behind XxxXxxxx is to give students an insight into life at a University through an accessible and creative medium whilst encouraging them to reach their full potential through music).

Outreach. Our XXXX’s guidance document defines outreach work as “any activity encompasses all that involves raising aspirations and attainment among potential applicants from under=represented groups and encouraging them to apply to HE.” (OFFA, 2013, p.20) As a result of the Sussex University’s widening participation strategy, the number of students recruited from our target groups exceeded many of our benchmarks. The University has established an Outreach and south east Hampshire regional communityWidening Participation department to ensure the continued delivery of support for students from low participation backgrounds. This includes a Research and Evaluation Officer to ensure that the University is effective in targeting areas of under=participation and students who will benefit most from outreach activities. The department’s secondary school work predominately targets the former Aimhigher schools in the county, to ensure that the schools in most need receive the greatest amount of interaction. In planning our outreach work, the University is guided by existing research highlighting the need for a sustained programme of activity with interactions occurring throughout the students’ educational careers (e.g. HEFCE/OFFA, 2013). We build on the successes of the Aimhigher programme through delivering established effective interventions such as Summer Schools (e.g. Hoare and Xxxx, 2011), campus visits and talks in schools (Xxxxxxx and Xxxxxx, 2010), and also introduce new activities which we evaluate on an on=going basis to assess their effectiveness. The University recognises the significant advantages of collaborative work and intends to do this in the following ways: • Maintain the consortium arrangements with local FE Colleges as a core element of the widening participation work; • Maintain the innovative partnership agreement with Hertfordshire County Council, working together to share resources and expertise to benefit learners across the county; • Work closely with key national and local organisations, for example, SETPOINT Hertfordshire, IET. • Continue to collaborate with other universities in the East of England in the Eastern Region WP Group; • Maintain our partnerships with Trust Schools, Academies, Free Schools and the two University Technical Colleges (UTCs). A weighted combination number of strategic partnerships and support will be maintained. These include: • Continuing the WP partnership programme which includes all the former Aimhigher schools, in order to support their students’ progress into higher education; • Continuing the collaborative outreach relationships with the partners in the Herts AHEAD network which will be established during the 14=15 and 15=16 academic years; • The sponsorship of academy schools and continuation of Trusts with schools to help build sustainable links and progression routes. This has already been successfully done with schools in Harpenden and Letchworth Garden City; • Partnership with targeted schools/consortia of schools; • Being a leading partner in the Elstree UTC and the Watford UTC; • Continuing our partnerships with four Community Free Primary Schools, focusing on social mobility and educational achievement, and considering being actively involved in establishing other Free Schools in collaboration with the Hertfordshire Free School Company • The University is keen to expand our participation in the Higher Apprenticeships programme and will be using the 2015=16 academic year to establish baseline figures that will allow us to set targets around this agenda in future years. Within the partnership frameworks, we also engage directly with pupils to provide them with experience of the following data have been used University environment, to create make HE more accessible and to dispel negative perceptions, particularly in areas where there is a list tradition of 30 low participation in HE. The provision of accessible, timely and co=ordinated information about all aspects of HE remains vital to our success and the University will further enhance the raft of communication activities aimed at young people, their parents/carers and teachers. The University will continue much of its established programme of support for schools and colleges with whom we designed to reach out to groups who might otherwise have formal partnerships since 2011: POLAR, Employment Support and Training (EST), CVA, and Income Deprivation Affecting Children Index (IDACI). Following the release of Polar3, we will re-assess our local and regional schools and will form new partnerships where appropriate. In addition to these schools and colleges we have continued to work with all our local schools and colleges, focussing on cohorts drawn been excluded from a combination university career. Specifically, this includes: • Regular briefings for school/college staff to ensure an understanding of first-generation current HE developments (examples include student finance, the UCAS tariff, value of key skills, writing references); • Academic support for specific qualifications, for example, the extended project qualification; • Liaison and low-income households, as well as the AimHigher schools progression activity with four Consortium Colleges to xxxxxx links and colleges support for which we were previously the lead HEI students and did not form part progression to higher education from further education; • Development of our target 30. In total, we will continue a range of activities providing additional skills support for those who need it prior to undertake access and outreach work their HE studies; • Wide=ranging support for careers activities in more than 50 schools and colleges; this will now begin in Year 9• Vocational and Further Education Routes to Higher Education, rather than in Year 7including work=based learning opportunities and routes for Apprentices; • A range of talks for years 9 to 13 regarding university. Topics include Personal Statements, in order that we can utilise the unique learner number Student Finance, Student Life, Parents’ talk, Learning Skills for University; • Routine engagement of Widening Participation Student Ambassadors and more effectively monitor Student Mentors to work with pupils at schools with low participation rates; • Summer schools, academic assistance and evaluate the impact subject masterclasses particularly targeted at under= represented groups; • Expansion of our activities. Learner Progression Framework (LPF) Listening programme of work with mature and part=time learners to our partner schools and colleges, we ensure that they have devised the Learner Progression Framework (LPF) necessary information to consolidate our work year on year. Our school and college partners have indicated critical success factors to date as being an increase in: • Students’ self confidence • Awareness of opportunities • Students entering further education • Attainment levels • Motivation and aspiration levels in school • Applications to university Partner schools can: • Participate fully in all elements of the framework • Work with us to devise make a coherent programme, drawn from the LPF that meets their needs The provision is revised constantly through post-event evaluations from students, teachers, parents and ambassadors with new interventions being added to keep pace with the changing education landscape. Supporting progress - Years 9 – 11 • Summer School • HEI Mini Campus Visit • Parents/Carers Event • Vocational Route Year 9 Standalone inspiration events ChiRocks Targeted at songwriters, vocalists and musicians from across our WP target schools, this is a three-day summer school project run by the University’s Music Department and the Widening Participation team. Eighty pupils spend three days working with musicians, business studies advisors, to produce a record and stage a live concert, as well as pitching ideas on how to market their record to a Dragons Den-style panel. The idea behind XxxXxxxx is to give students an insight into life at a University through an accessible and creative medium whilst encouraging them to reach their full potential through musicconsidered choice about HE.

Outreach. Our The University of Brighton will continue to build on the success of its well established outreach activity encompasses all of the Sussex and south east Hampshire regional communityprogramme. A weighted combination of In particular, we will additionally develop the following data have been used strands: Key partnerships with local schools, colleges and community groups Ensuring the bulk of our provision is targeted at those who need it most Contextual admissions Embedding widening participation into the curriculum Encouraging students to create a list interact with their local community Summer and Spring School Supporting care leavers Links with outreach teams in other HEIs The existing outreach programme is long established, and University of 30 Brighton WP staff currently make over 9,000 interventions per year. We intend to focus our provision further by dividing our activities into four levels of intensity. The lower two categories, which require less resources, will be delivered to large groups in schools and colleges with whom significant non-traditional learner populations. The higher two categories will be primarily available to identified widening participation groups through our Aimhigher Brighton Collaboration (ABC) and Compact Plus schemes. Higher level activities will include summer schools, mentoring programmes and attainment raising programmes chosen based on sector evidence of previous success. It is our intention that these activities, which require significant resources and intensive staff time, should be targeted at those who need support the most. The ABC programme is open to pupils in Year 10 and 11 at local secondary schools who fall into non- traditional categories. The overarching ethos of the programme is a responsive collaboration between the University, schools, parents and the pupils. In 2013-14 we anticipate active collaboration with 20 schools, working with a significant number of other schools at a less intensive level. Post-16 students who have formal partnerships since 2011: POLARparticipated in ABC will automatically be invited to join the Compact Plus programme. Compact Plus will be a programme of enhanced support for students from non- traditional backgrounds, Employment Support and Training is complementary to the University of Brighton Compact (ESTour county wide educational liaison initiative), CVAwhich is available to all colleges and sixth forms in Sussex. Although our targeted support schemes are intended to support participants’ choices to apply to any HEI, should students apply to the University of Brighton they will be eligible to apply for the Compact Plus bursary and Income Deprivation Affecting Children Index (IDACI)extra consideration for an offer based on their participation in the scheme. Following the release It is our intention, pending satisfactory Criminal Record Bureau checks, to employ previous Compact Plus participants as University of Polar3Brighton WP Ambassadors, we will re-assess our local and regional schools and will form new partnerships where appropriate. In addition specifically to these work with their former schools and colleges as positive role models. As a result of our commitment to the local community, the University has a well established scheme working with primary schools in low participation areas across Sussex. Previously franchised from the University of Liverpool, we have continued developed our own project – Xxxxxxxxx X. Gull – with generous help from alumnus Xxxxx Xxxxxxx. The main aim of the project is to introduce the language of HE to participating children, and encourage them to view university as accessible and welcoming. We plan to build on this deep rooted and widely respected project by delivering spin off sessions in ABC schools for their incoming Year 7 cohorts, joining up our aims with the transitional objectives of the schools. The University has a commitment to the town of Hastings, an area of significant social and economic deprivation, as part of its Economic and Social Engagement Strategy. Specifically, the University is the lead sponsor of two academies in Hastings. Sponsorship commenced in 2008, and the academies, which replaced three under-performing schools, opened in 2011. The University has played a central role in the development of the curriculum in the academies, and now manages the Trust and assists the schools in the development of policy, innovative learning, teaching activities and CPD strategy. The project has resulted in an improvement trajectory: GCSE achievement has improved considerably, although significant challenges remain. The academies have ambitious targets for GCSE attainment and, from that, progression to further study. Our Registry WP section has a full time member of staff based at our campus in Hastings with a specific remit to respond to the needs of the academies, and we plan for this to continue in the future. Alongside our commitment to the Sussex community, we also plan to work with all greater numbers of schools in low participation neighbourhoods in London and Kent, with a long term objective of extending our targeted support schemes in these areas. Building on the considerable work already undertaken in our academic schools, such as the sports tasters in the Chelsea School, mentoring in the School of Education and community outreach in the Faculty of Arts, the academic faculties of the University will further develop outreach activities which make the most of their subject based expertise and facilities. For example, we currently run a successful fashion school across the academic year and we hope to replicate this type of subject relevant activity in other academic schools across the University. We believe our rich and diverse academic community has much to offer in exciting and innovative projects, delivered via the framework of our ABC and Compact Plus schemes. The University intends to embed widening participation further into the fabric of the institution. We have a long tradition of serving our local schools community and collegeswe believe that our students should have access to opportunities to understand and support local non-traditional learners in their attainment and aspirations. The development of optional modules for University of Brighton students, focussing in which they mentor local young people in a subject related to their degree, will be a priority as we believe this approach has great benefits for all participants. The University has for the last few years been involved with a project to develop a Regional Strategy to tackle the under-recruitment and under-representation of BME teacher trainees in the South East Region, and the University’s ITE Co-ordinator chairs the Steering Group of this BME Recruitment and Retention in ITE Project. It is intended to review work undertaken to date in terms of both outreach and retention with a view to developing it further in the future. In general, our range of post-16 advice and guidance workshops are regularly delivered to BTEC and Access students in local colleges who are interested in applying to Teaching related courses. We respond to a number of requests for workshops on writing strong personal statements specifically for applicants to Teaching courses, and we also deliver mock interviews and interview skills workshops for non-traditional students on request, and personal statement surgeries to help strengthen applications. From 2012 students identified as belonging to WP cohorts drawn from will be offered a combination student shadowing experience, which will enable applicants to Teaching courses to understand more about how the course is taught. The University is proud of first-generation achieving the Xxxxx Xxxxxx Xxxx xxxx for supporting care leavers, and low-income householdsfor recruiting increasing numbers of this particularly under represented group. We continue to work closely with the Virtual School in East Sussex, offering one to one visits and support, as well as our targeted Spring School. We hope to extend our enhanced support offer to Virtual Schools in Brighton and Hove and West Sussex in 2013-14. Partnership and collaboration One of the AimHigher schools shared values of the University of Brighton’s Corporate Plan is collaboration – being a good partner locally, regionally, nationally, internationally – being responsive as well as proactive. The University of Brighton recognises the importance of sharing best practice in outreach and colleges for which we were previously collaborative activity. We are proactive members of a number of networks – chiefly the lead HEI Southern Widening Participation Practitioners Network – and did not form part work closely with local institutions such as the University of our target 30. In total, we will continue Chichester and the University of Portsmouth in using the Higher Education Access Tracker database to undertake access and outreach work in more than 50 schools and colleges; this will now begin in Year 9, rather than in Year 7, in order that we can utilise the unique learner number and more effectively monitor and evaluate the impact of our activitiestargeted outreach work. Learner Progression Framework This is a significant investment by the University and we believe data collaboration of this kind will be vital in the understanding of activity impact on individual WP participants. We also believe that participants in our outreach programme will benefit greatly by visiting different universities to help inform them of the range of options to best suit their aspirations and choices. To this end, we will be arranging for pupils in our ABC cohort to visit University College London and Xxxxxxxxx College, Cambridge. We will also invite representatives from these institutions to speak at the parental information evenings we will hold for entrants to the ABC programme to give a xxxxxx national picture of HE provision. We are currently working closely with our local FE partner colleges – City College Brighton and Hove, Sussex Downs College, Plumpton College and Sussex Coast College Hastings – many of whom have directly funded numbers of students for the first time, on outreach and expect this will lead to significant collaborative activity in future years. We will also be seeking out new local and national collaborative agreements that best fit our developing schemes. The University shares a collaborative outreach project with the University of Sussex, based in the Brighton and Sussex Medical School (LPF) Listening to our partner BSMS). BrightMed, which is the outreach programme of BSMS recruits 50 Year 8 pupils each year from local state schools and collegeswho have no family background in higher education, we have devised and continues on to Year 13. The project aims to contribute towards increased diversity in the Learner Progression Framework (LPF) medical profession. Retention: Supporting student success Our outreach work will be aligned with subsequent support for retention so that, for instance, work done to consolidate our work year guide students pre-entry will aim to give them a solid base on yearwhich to build on arrival at university. The University has chosen to allocate very substantial investment to additional retention measures. Our school aim is not only to recruit a wide range of students – building on our already good record in this area – but to do everything we can to ensure they have a successful university experience and college partners have indicated critical that we support them into graduate employment. Our new programme of support for student success factors will focus on targeted support for students from lower socio-economic groups, for mature students, care leavers and students with disabilities, in the context of an overall approach to date as being an increase inretention and student success that is embedded in work across all our campuses. We will take a targeted approach to the elements of expenditure on “embedded” measures to identify the proportions that go in particular to support our target groups for the purpose of this access agreement. This additional investment will enable Brighton to develop new measures and expand current work across the following strands: • Better pre-entry and transition support to complement our new “Student Charter” Dedicated student support tutors and enhanced personal tutoring Peer assisted study sessions (PASS) Maths and Statistics support available to individual students Study skills support Learning support officers for students with disabilities Enhanced career planning, employability and internship support with dedicated mentoring and coaching for non-traditional students Work to support students post-graduation Partnership work with the Students’ self confidence • Awareness Union to support retention, which might include for example, work on pre-entry activities and advice and the development of opportunities • Students entering further education • Attainment levels • Motivation subject focussed student societies. In particular we will be expanding and aspiration levels developing our current model of student support tutors. These are embedded in school • Applications academic schools and we will be targeting additional resource where retention is weakest, and developing the role to university Partner schools can: • Participate fully include more support for pre-entry guidance and a specific role in all elements tracking and engaging with our Compact Plus students, care leavers and other underrepresented groups. We also plan to expand significantly our Peer Assisted Study Sessions which can be evidenced as improving achievement and developing confidence and leadership skills. Financial support for students The University of Brighton has been provisionally allocated £1,170,000 for the second year of the framework • Work with us National Scholarship Programme (NSP). We will not only match this, and subsequent year allocations, but make additional contributions to devise the NSP programme. For the 2013-14 entry cohort we intend to spend over all years of study, a coherent programmetotal of £3.1m, drawn of which 39% will be the Government NSP contribution and 61%, c. £1.9m will be from the LPF that meets their needs The provision is revised constantly through post-event evaluations University. By 2016 our overall commitment to financial support will be £3,704,000, which together with our £1,755,000 allocation from students, teachers, parents and ambassadors with new interventions being added the NSP will make a total of £5,459,000 available to keep pace support University of Brighton students financially. In line with the changing education landscapeOFFA advice, the emphasis on University of Brighton bursaries will move away from general bursaries based primarily on income alone to a number of targeted bursaries linked to the milestones that the University has set itself in this Access Agreement. Supporting progress - Years 9 – 11 • Summer Students at the Brighton and Sussex Medical School • HEI Mini Campus Visit • Parents/Carers Event • Vocational Route Year 9 Standalone inspiration events ChiRocks Targeted (BSMS) comprise equal numbers of students registered at songwritersthe Universities of Sussex and Brighton. It is intended that these students all have access to the same financial support package, vocalists and musicians from across our WP target schools, this is a three-day summer school project run therefore that University of Brighton students at BSMS will be eligible for the University of Sussex National Scholarship Programme and any other financial support scheme operated by the UniversityUniversity of Sussex, rather than for the Brighton arrangements set out below. National Scholarship Programme (NSP) There will be two schemes using NSP funding – the Care Leaver’s Music Department Bursary and the Widening Access Bursary. Eligibility criteria for these are set out below. Both of these will give recipients £1,000 in cash bursary, £1,000 in fee waiver, and a further £1,000 either in fee waiver or in discount against university accommodation or other services, dependent on recipient choice. These awards will be made to new entrants in their first year. In their second and third years students will, subject to the re-application of qualifying criteria, receive £2,000: £1,000 in fee waiver and a further £1,000 for recipient choice (either an additional fee waiver or discounted university services). This means that any student in receipt of our national scholarship bursaries for each of their three years of study will receive a potential £1,000 in cash, £3,000 in fee waivers and £3,000 in other discounted University accommodation or other services or additional fee waivers, (and commensurate amounts for those students on four year programmes). Students on sandwich, or placement, years charged at £750 will not be eligible for the NSP in that year. University of Brighton Care Leavers’ Bursary Eligibility criteria: Care leavers – students who fit the eligibility criteria for the current care leavers study grant. Students living in supported housing – currently eligible for the Foyer Bursary University of Brighton Widening Access Bursary This bursary will be allocated using a number of criteria, and allocation will proceed through a number of stages. The criteria include: Financial - a declared income up to £25,000 Low Participation team. Eighty pupils spend three days working with musiciansNeighbourhood: Polar 1 In subsequent years we hope to introduce a further criterion based on contextual data on schools performance, business studies advisorsdepending on its availability via UCAS, and we may wish to add additional criteria to the Widening Access Bursary, to produce ensure expenditure targets are met (this may include a record proportion of students in LPN 2). For EU students and stage part-time students it is proposed to offer the following under our NSP: EU Widening Access Bursary This bursary will be available to EU students only with a live concert, as well as pitching ideas on how household income up to market their record to a Dragons Den-style panel£25,000. The idea behind XxxXxxxx bursary is to give students an insight into life at a University through an accessible and creative medium whilst encouraging them to reach their full potential through music£3,000 fee reduction in Year 1.