Common use of Additional Access Measures Clause in Contracts

Additional Access Measures. Outreach Current activities UCLan’s Strategy for the period 2007-2017 reaffirms our commitment to “continue to lead the UK higher education sector in promoting equality of educational opportunity”. In our Widening Participation Strategic Assessment (WPSA), which covers the period 2009-12, we translate this commitment into two key strategic objectives: To maintain a diverse student profile, particularly in relation to socio economic origin, ethnicity, age and disability; To work towards retention, progression and achievement levels and post-degree destinations for students from diverse backgrounds which are on a par with those of the university population at large. Widening participation is already the major driver behind our extensive collaborative arrangements with FE Colleges and other partner organisations, and behind the development of the Burnley University Campus. The WPSA monitoring report provides evidence of the contribution made by these arrangements to the University’s widening participation performance. Partnership makes a significant contribution to the provision of part time routes and of access for mature students. In 2009-10 approximately 4000 part time students were recruited through our collaborative provision arrangements, representing 36% of the total UCLan part time provision. The proportion of mature students at Burnley was 69% and in other partner institutions 71%, compared with 55% at the main Preston campus (58% all students). We are committed to increasing our part time provision, including further development of partnership models with FECs and other organisations to offer more flexible provision for students and employers. In addition Xxxxxxxxx and to a lesser extent Lifelong Learning funding has enabled us to put concerted effort into working, in a targeted way, with students from under-represented groups in a series of co-ordinated interventions designed to raise aspirations and achievement. Most of this work has targeted younger pupils from lower socio economic groups, and vocational learners. UCLan has worked in partnership with other HEIs and with local 14-19 delivery groups to “share out” the work and ensure appropriate coverage of Lancashire: whilst helping to meet our institutional objectives a significant element of this work is altruistic, with the aim of widening participation in HE in general. “Junior University” was launched in Pennine Lancashire this year, made possible by philanthropic funds raised from three trusts. Three cohorts of Year 10 pupils – approximately 50 in total – have undertaken the programme which is delivered by a combination of staff and student ambassadors and is aimed at introducing pupils to the benefits of HE. UCLan is a named partner in the West Lakes Academy, Burnley Education Trust, Xxxxxxxxxx Trust (Blackpool) and proposed Wigan Education Trust, and has been approached by other schools looking to transform themselves in line with current government policy. We are exploring opportunities for collaboration with new types of institution such as University Technical Colleges. UCLan is making a significant contribution to the regeneration of West Cumbria through its presence at West Lakes, its partnerships with Lakes College and West Lakes Academy, and the charitable work of the Xxxxxx Xxxxxx Foundation of which it is the sole member. UCLan also sponsors two Xxxxxx Xxxxxxx Scholarships a year (total cost £4k pa), awarded to disadvantaged students progressing from FECs. Students make a core contribution to many of our current outreach activities and UCLan has recently secured £53k from HEFCE to encourage STEM undergraduates, through an elective module, to develop and deliver outreach activities in schools and colleges. Additional activities UCLan is committed to building on the strong foundations laid by its current level of outreach activity, and will allocate additional resource to: Continuing to work with and through FE College partners to strengthen the participation of under-represented groups through:

Additional Access Measures. [1] Overview of Xxxxxx College investment in outreach and student retention and success: • A new HE Manager role was created in May 2014 to develop further the important outreach work already being undertaken with schools in the region. • Outreach Current activities UCLan’s Strategy are delivered in partnership with local schools. These initiatives promote progression to Further Education as a stepping stone to HE and focus on raising aspirations in Y10-11 students, as well as addressing the perceptions creating barriers to progression on to Higher Education. • Extensive work with primary schools to raise awareness of higher-level studies is underway. We are delivering information sessions for children and parents about diverse routes into Higher Education, including Higher and Degree Apprenticeships, and also work with four primary schools through a sports partnership programme, Science events have also brought primary schools to the College for experiential learning days run by university partners. Additionally, we have a growing number of primary schools involved in a partnership with China, for which Strode is the lead. This work is undertaken by the HE Manager and includes students at many schools being taught Mandarin through the College, as well as visits to the campus to raise their aspirations for higher study. • A mentoring scheme to support retention, especially between Year 1 and Year 2, has been developed following student feedback. It encourages informal interaction and is embedded in learning as part of the culture within the HE College community. • Bursaries are available to ensure access to full-time students from low income backgrounds and to encourage retention. An additional eligibility criterion has also been added to enable more students to access the £300 bursaries to support travel to College of more than 10 miles. This extension is in recognition of our rural context and to support the expense of travel. [2] Examples of activities: • A range of measures to promote HE take place in 11-16 and 11-18 partner schools: presentations to Y9-11s focus on progression to FE as a gateway to Higher Education and include information regarding the benefits and financing of higher-level study. • Targeted IAG for Xxxxxx College 16-18 FE students with respect to Higher Education has always been a feature of our provision and has been extended through involvement in the NCOP (National Collaborative Outreach Programme) Next Steps SW initiative with Plymouth University. • Specific Y10 Taster Day activities are organised for partner schools where students have low aspirations or low achievement and where an above average percentage of pupils are in receipt of free school meals. • Through student forum discussions an informal mentoring scheme for HE students has been developed to support first year students and improve retention. • Students living more than 10 miles away will be eligible to apply for the period 2007-2017 reaffirms our commitment £300 bursary. • Several targeted conferences and experience activities have been coordinated by the College. Prospective students, parents and employers have been into College in areas such as Engineering, History Heritage & Archaeology and the Sciences. • Development of new HE programmes to “continue support the needs of potential students in this area has been delayed due to lead university protocols with regard to approving Masters provision for the UK higher education sector College. If this provision had progressed it would have further supported the growth in promoting equality of educational opportunity”. In our Widening Participation Strategic Assessment (WPSA), which covers the period 2009-12, we translate this commitment into two key strategic objectives: To maintain a diverse student profile, particularly in relation to socio economic origin, ethnicity, age and disability; To work towards retention, progression and achievement levels and post-degree destinations for students from diverse backgrounds which are on a par with those of the university population at large. Widening participation is already the major driver behind our extensive collaborative arrangements with FE Colleges and other partner organisations, and behind the development of the Burnley University Campus. The WPSA monitoring report provides evidence of the contribution made by these arrangements to the University’s widening participation performance. Partnership makes a significant contribution to the provision of part time routes and of access for that would have attracted mature students. In 2009• Further developments may attract mature students but further market research is still to be done. • The growth in HNDs in IT and Engineering has tended to attract a more traditional 18/19 year old intake and has had an impact on the proportionate decline in mature students. [3] Comparison with previous year’s investment in outreach and retention and success: • Significant progress has been made over recent years regarding collaboration with other FE colleges also providing HE in Somerset. The four Somerset colleges working together with the aim of offering a coordinated approach are Yeovil College, Xxxxxxx Xxxxx College, Xxxxxx College and the newly merged Bridgwater & Taunton College. Collaborative activity operated under a common brand and a joint website was launched in 2013-10 approximately 4000 part time 14. This work continued into 2014-15 with the addition of a regional employer vacancy page presenting local employment opportunities to graduates from college programmes. • Partnership work was assisted in 2016-17 by the participation of students were recruited from Xxxxxxx Xxxxx in a work-related learning programme for HE Management students in Paris organised by Xxxxxx College. From January 2017 there will also be extensive collaboration between Somerset colleges in terms of raising aspirations to HE through our collaborative provision arrangements, representing 36% the instigation of the total UCLan part time provisionNCOP Next Steps SW programme of school and college-based intervention activities (see below). • Local partnership work is further enhanced by the Association of Colleges who regularly bring all SW colleges together to share best practice and develop Higher Education programmes. • Through the National Collaborative Outreach Programme (NCOP), Xxxxxx College is working in partnership with colleges offering Higher Education across the south west and all other regional universities in the Next Steps South West (NSSW) consortium led by Plymouth University. This initiative covers HEFCE-targeted wards in Cornwall, Devon and Somerset and builds on the success of two former regional NNCO networks: Devon Collaborative Outreach Network and Next Steps Cornwall. The proportion of mature students at Burnley was 69% programme focuses on pupils in Years 9-13, identified as medium/high achievers, with low HE aspiration, and domiciled in other partner institutions 71%, compared with 55% at the main Preston campus nominated postcodes (58% all studentsHEFCE POLAR3 and Gaps Analysis). We are committed to increasing our part time provisionA diverse range of outreach projects will be delivered collaboratively by partners in the consortium, including further with robust evaluation of impact throughout. • The development of partnership models NSSW projects will create a rich evidence base which can be used to track student access, success and progression throughout the life-cycle. Provision for target groups complements the broader outreach work to promote higher education conducted across the region to the wider range of WP target groups, such as other age groups or those with FECs other indicators of disadvantage. By sharing best practice, avoiding duplication, enabling specialisation and other organisations allowing broader representation at a number of regional events, partners are able to offer more flexible provision make best use of resources for students and employers. In addition Xxxxxxxxx and to a lesser extent Lifelong Learning funding has enabled us to put concerted effort into working, in a targeted way, with students from targeting under-represented groups in HE. • In a series of co-ordinated interventions designed local context, Xxxxxx College has been working closely with four Somerset schools with Sixth Forms, as well as several institutions beyond the county borders, talking to raise aspirations Y12/13 students about progression and achievement. Most of this work has targeted younger pupils from lower socio economic groups, and vocational learners. UCLan has worked in partnership with other HEIs and with local 14-19 delivery groups to “share out” the work and ensure appropriate coverage of Lancashire: whilst helping to meet our institutional objectives a significant element of this work is altruistic, with the aim of widening participation in HE in general. “Junior University” was launched in Pennine Lancashire this year, made possible by philanthropic funds raised from three trusts. Three cohorts of Year 10 pupils – approximately 50 in total – have undertaken the programme which is delivered by a combination of staff and student ambassadors and is aimed at introducing pupils to the benefits of HE. UCLan A variety of similar activities with pre-16 students in Somerset secondary schools and also with primary schools are outlined above. • Developed through discussion with students, a mentoring scheme has existed at Strode since 2015-16 between Y1 and Y2 students on HE programmes. It is a named partner low key intervention and very much at individual student request; however, it was openly promoted for all courses through the HE Student Forum. • In 2018-19 bursaries will be worth £300 payable to all eligible full-time students who apply for the bursary, who either live outside a radius of 10 miles from the College campus or who are in receipt of the maximum, household income assessed Maintenance Loan. Eligible, continuing full-time students, who are on programme on 1 October, will receive payment in October. New, eligible full-time students, who are on programme on 1 December, will receive payment in December. [4] Raising Attainment in schools • Many of the activities undertaken with local schools are targeted on specific student groups and have the purpose of helping to raise attainment. • The College is closely involved with Somerset County Council in a programme to support vulnerable students in all mainstream schools and XXXx towards achieving effective transition to post-16 education. In addition to targeted discussions with experts and representatives of diverse support organisations, students are enabled to participate in a variety of motivational activities (art, music, outdoor pursuits etc.) designed to promote improved attainment and encourage progression. • Other Somerset initiatives delivered by Xxxxxx College in the West Lakes AcademyMendip area include the organisation of work experience placements and interactive, Burnley Education Trustemployer-led events to boost student confidence and engage them in their studies. The College will also be contributing to the development of Talent Academies for Somerset students intended to fire their interest in particular career paths. Sectors included will be the teaching profession and manufacturing, Xxxxxxxxxx Trust (Blackpool) whilst Strode will lead on a STEM Academy in conjunction with EDF Energy and proposed Wigan Education Trustthe Xxxxxxx Point project as part of its association with NCOP. Educational research clearly demonstrates that by inspiring students through regular visits to major institutions and companies, improvements in attainment are to be anticipated. • NCOP activities provided on behalf of local schools will not only focus on raising aspirations to Higher Education, but also to developing transferable skills, such as giving presentations, that will directly support classroom performance. • Hands-on ‘Experience Days’ have brought students into College to gain a real insight into different academic and vocational subjects, whilst ‘pop-up’ demonstrations in music, hair and beauty etc. have taken inspirational activities into schools. • Support for improved outcomes in English and maths and the encouragement of positive attitudes to Science have been complemented by interventions in other curriculum areas, from the arts to languages, and has have often been approached by other schools looking judged to transform themselves in line with current government policy. We are exploring opportunities for collaboration with new types of institution such as University Technical Colleges. UCLan is making make a significant valuable contribution to the regeneration of West Cumbria through its presence at West Lakes, its partnerships with Lakes College and West Lakes Academy, and the charitable work of the Xxxxxx Xxxxxx Foundation of which it is the sole member. UCLan also sponsors two Xxxxxx Xxxxxxx Scholarships a year (total cost £4k pa), awarded to disadvantaged students progressing from FECs. Students make a core contribution to increased attainment levels seen in many of our current outreach partner schools. Work in raising attainment in schools has grown and evolved over recent years. Initially concentrated on the schools who traditionally have provided the greatest number of post-16 students to the College, other institutions including schools with Sixth Forms, primary schools and schools beyond our immediate area. Success has predominantly been measured by participation figures and feedback from Headteachers, but increasingly with the influence of county initiatives and the NNCO/NCOP programmes there has been the capacity to follow students through different year groups and track their progress in the follow-up to planned interventions. Evaluation procedures, involving survey monkey and written responses, have been a feature of many activities and UCLan the College’s strong partnership with Plymouth University has recently secured £53k from HEFCE enabled us to encourage STEM undergraduatesmake use of its specialised evaluation team to interpret outcomes. There are currently no plans for Xxxxxx College to sponsor a school, through an elective modulethis is mainly due to current school status and financial considerations. However, the College works very closely with several local primary, secondary and special schools. There are excellent partnership arrangements that engage Head Teachers and other staff to develop share good practice and deliver outreach activities in schools work collaboratively on projects to raise aspiration and collegesattainment for young people. Additional activities UCLan All of the planned expenditure is committed to building on the strong foundations laid by its current level of outreach activity, new Access and will allocate additional resource to: Continuing to work with and through FE College partners to strengthen the participation of under-represented groups through:therefore is countable.

Additional Access Measures. Outreach Current activities UCLanContext: The University of Northampton has a strong record in Widening Access as demonstrated by its diverse student body: 2009/10 enrolment data shows a current undergraduate student intake comprising 51% mature students, 26% from Black and Minority Ethnic backgrounds and 8% disclosed disabled students. Interestingly, although the majority of students are recruited from within a 50 mile radius of UN, our intake of BME students is much higher than the number of BME inhabitants of the area. Conversely, our intake of students from the white working class population is disproportionately low considering the socio-economic demographics of the local area. UN is also committed to Widening Participation so that all students, irrespective of their backgrounds, can develop their holistic potential and achieve both academic and pastoral success leading to future employability or further study. The University of Northampton’s Strategy new strategy for 2010 – 2015, ‘Raising the Bar’, sets a new and unique direction for a UK university: we aim to be the top university in the UK for social enterprise by 2015. We believe that this strategy gives us an exciting and unique access offer that will both attract and retain students from non-traditional backgrounds to higher education, and prepare them more effectively for graduate level careers in the future. We are setting out on this journey for two reasons: firstly, we strongly believe we must provide an education that prepares our graduates for the period 2007new world of work, a world in which social enterprise is an increasingly important part; and secondly, because we are committed to playing an active part in the improvement of our local community. We believe that the provisions of our Access Agreement are a key element in the development of our local community, a community in which all people with the ability to benefit from higher education are encouraged and enabled to do so. The implementation of Northampton’s social enterprise strategy has three main elements: a new student offer; the integration of social enterprise into teaching and learning and research throughout the university; and a long-2017 reaffirms term strategic project with local authorities, businesses, the third sector, and individual citizens throughout Northamptonshire, delivering significant improvements to the life of the county through support for decentralisation through social enterprise and the building of social capital. The new student offer is that from October 2011 all students of the University of Northampton will have the opportunity, as part of their degree courses, to work in a social enterprise, either one that we have set up, one that we support them to set up, or one operating in the local community. Delivering this offer will develop new entrepreneurial competences in our student population, significantly enhancing their employability in graduate level jobs, with improved future income potential. In addition, many of our students will be able to earn through their work in social enterprises while they are studying for their degree courses. We will be promoting the new student offer, highlighting the opportunities for ‘earning while you are learning’ carefully to our targeted non- traditional populations throughout 2011-2012 in preparation for the delivery of this Access Agreement in 2012-2013. All the University’s research centres are identifying how social enterprise can be integrated with existing research projects; and all new research projects are considering how social enterprise can be included. The third main element of our strategy is the inSpirE Northamptonshire initiative, a major new project delivered in partnership with Northamptonshire County Council and social enterprises, businesses, and public sector organisations throughout the county. The inSpirE initiative supports new and existing social enterprises, and community and voluntary organisations, throughout the county. Initiatives such as inSpirE, which is unique in the UK, enable us to provide the radical extension of the student offer outlined above. It enables us to provide our students with work placements and volunteering opportunities, carried out as part of their degree courses that will both enhance their career prospects and, in many cases enable them to earn. A key feature of our Access Agreement for 2012-13 will be a consistent and comprehensive communication campaign to promote our new student offer, deliberately targeting our key access/hard to reach populations. One example of how the inSpirE initiative will be integrated with our Access Agreement is that of our work with young people in the county through a social enterprise set up by the School of Social Science, NVYA. NVYA works with secondary schools in disadvantaged areas enabling young people aged 14 – 17 to take part in community improvement projects. These projects are long term, taking place over up to 12 months. They will have an overt objective of promoting higher education to the young people involved in the projects. Each community improvement project is supported by our students who both provide practical leadership and support (thus enhancing their competences) and working as role models to young people from disadvantaged areas. Students working on the projects accredit their learning via the University’s level 4 Community Investment module. A second example of how our social enterprise strategy will be integrated with our Access Agreement is through the work of 3e, a social enterprise set up by the Business School. 3e provides training, support and work placements to unemployed graduates. It has a very good track record and has recently won new contracts to continue its work. We will promote the work of 3e to students from disadvantaged groups to highlight that the University of Northampton supports its alumni after their graduation. We see strong synergies between our social enterprise work and social inclusion and we are deliberately setting out to raise the aspirations and expectations of young people in our community so that they see higher education as a natural step in their career, rather than as something that is exclusive. To summarize, our social enterprise strategy enables us to provide a unique and innovative (indeed, radical) approach to Access. We formally launched our strategy at the House of Lords on 13th June 2011. On 16th June 2011 we were delighted to be receiving the UnLtd/HEFCE recognition award for the ‘Outstanding HEI Supporting Social Entrepreneurship’. This draft Access Agreement for 2012/13 relates to full-time home/EU undergraduate students and is based on the evidence that the commonly unifying theme underpinning access to university is household income. Therefore, our access and aspiration raising activities are targeted at the lowest earners in our communities and, as a result, include other sub-groups defined by gender, race etc. The following principles also apply: The UN has an inclusive approach to the support it offers all students but within this framework will target dedicated activity to particular student groups facing specific access and participation barriers Activities are evidence-based so that pilot projects are evaluated, and then scaled up when success has been demonstrated Value for money considerations have helped to prioritise activities Innovation is encouraged through WP project funding opportunities Collaborative working with partners in the education and community sectors building on our WP legacy and our University strategy Widening Access (WA )and Widening Participation (WP) activities are integrated with our social enterprise strategy, as described above We will continue to invest heavily in front line teaching and academic support for our students. We believe that our Access Agreement is delivered by the excellent quality and quantity of direct contact with academic staff that our students enjoy. In 2011 the University was rated no. 1 for Added Value in the Guardian League table. We will continue to add value through our teaching and learning strategies. The Raising the Bar strategic plan is based on a bold vision: “By 2015 the UN will have transformed itself into an internationally-facing University committed to delivering outstanding life-changing opportunities in education, underpinned by a culture of entrepreneurship, research, and social enterprise recognized around the world for its originality and impact. Our ambitious and unapologetic stance combining quality, diversity of provision, access and graduate employability is the envy of the sector. We are admired nationally for our market-led, value-added offer and unswerving commitment to “continue the economic, social and cultural success of the region.” As noted above, the social enterprise element of our strategy underpins and significantly supports our Access Agreement. The internationalization element of our strategy will support the Access Agreement through the provision of financial support to lead enable students from target groups to take up work placements and study overseas. We will promote this offer heavily as part of our communication campaign. UN has focussed its Access Agreement activities on the UK higher education sector specific target groups identified in promoting equality of educational opportunity”. In our its Widening Participation Strategic Assessment (WPSA), which covers the period 2009-12, we translate this commitment into two key strategic objectives: To maintain a diverse student profile, particularly in relation to socio economic origin, ethnicity, age and disability; To work towards retention, progression and achievement levels and post-degree destinations for students from diverse backgrounds which are on a par with those of the university population at large. Widening participation is already the major driver behind our extensive collaborative arrangements with FE Colleges and other partner organisations, and behind the development of the Burnley University Campus. The WPSA monitoring report provides evidence of the contribution made by these arrangements to the University’s widening participation performance. Partnership makes a significant contribution to the provision of part time routes and of access for mature students. In 2009-10 approximately 4000 part time students were recruited through our collaborative provision arrangements, representing 36% of the total UCLan part time provision. The proportion of mature students at Burnley was 69% and in other partner institutions 71%, compared with 55% at the main Preston campus (58% all students). We are committed to increasing our part time provision, including further development of partnership models with FECs and other organisations to offer more flexible provision for students and employers. In addition Xxxxxxxxx and to a lesser extent Lifelong Learning funding has enabled us to put concerted effort into working, in a targeted way, with students from under-represented groups in a series of co-ordinated interventions designed to raise aspirations and achievement. Most of this work has targeted younger pupils from lower socio economic groups, and vocational learners. UCLan has worked in partnership with other HEIs and with local 14-19 delivery groups to “share out” the work and ensure appropriate coverage of Lancashire: whilst helping to meet our institutional objectives a significant element of this work is altruistic, with the aim of widening participation in HE in general. “Junior University” was launched in Pennine Lancashire this year, made possible by philanthropic funds raised from three trusts. Three cohorts of Year 10 pupils – approximately 50 in total – have undertaken the programme which is delivered by a combination of staff and student ambassadors and is aimed at introducing pupils to the benefits of HE. UCLan is a named partner in the West Lakes Academy, Burnley Education Trust, Xxxxxxxxxx Trust (Blackpool) and proposed Wigan Education Trust, and has been approached by other schools looking to transform themselves in line with current government policy. We are exploring opportunities for collaboration with new types of institution such as University Technical Colleges. UCLan is making a significant contribution to the regeneration of West Cumbria through its presence at West Lakes, its partnerships with Lakes College and West Lakes Academy, and the charitable work of the Xxxxxx Xxxxxx Foundation of which it is the sole member. UCLan also sponsors two Xxxxxx Xxxxxxx Scholarships a year (total cost £4k pa), awarded to disadvantaged students progressing from FECs. Students make a core contribution to many of our current outreach activities and UCLan has recently secured £53k from HEFCE to encourage STEM undergraduates, through an elective module, to develop and deliver outreach activities in schools and colleges. Additional activities UCLan is committed to building on the strong foundations laid by its current level of outreach activity, and will allocate additional resource to: Continuing to work with and through FE College partners to strengthen the participation of under-represented groups through:These are:-