Common use of Outreach Activities Clause in Contracts

Outreach Activities. In addition to bursaries, scholarships and grants, the University will increase its budget for widening participation outreach and retention activities by 50%. This will support the collaborative activity which the University undertakes as part of Aimhigher South West (xxxx://xxx.xxx.xx.xx/widen/businessplan.htm), through expansion of the already substantial outreach programme delivered by faculties and services throughout the University. That programme covers a wide range of activities: • Summer, Winter and Easter schools • Saturday Schools • master classes • subject revision classes • subject taster days/sessions • subject enrichment days/ programmes • visits to schools/colleges • HE presentations to schools / colleges • UG / school / college shadowing • HE:school / college student buddying • mentoring • student ambassador scheme • student tutoring • aiming higher days • community outreach • road shows • parent focussed activities / events • teacher / curriculum development • vocational progression routes • community volunteering programmes • other and bespoke activities those activities are targeted at a broad range of groups: • years 5-6 • years 7-9 • years 10 -11 • years 12-13 • 19+ • low participation neighbourhoods • low socio-economic groups • deprived geographic areas • little/ no family history of HE • minority ethnic groups • groups under-represented in subject areas • disabled people • mature learners • part-time learners • vocational learners pre-16 • vocational learners post-16 • learners in community settings • looked-after children / care leavers • work-based learners The range of the University's outreach activity is already broad and deep. However, its exact profile, nature of activities and the number of students targeted varies from year to year as the University works in close partnership with schools, colleges and community groups to develop and provide what is believed by individual stakeholders to be most effective at any given time. From 0000-0, XXX will be keeping a ‘baseline log’ by reference to which it will seek to measure the extent to which improved performance is attributable to additional expenditure from 2006-07. The University works hard to ensure that its own activities complement and enhance Regional Aimhigher activity and seeks to avoid duplication and unnecessary competition. The University is currently reaching over 3500 identifiable under-represented students though its central Aimhigher interventions in addition to those reached directly by individual faculties and services. However, we are alert to the risk of creating capacity issues for the schools and colleges with whom the University, other institutions, private training providers and Aimhigher work. Therefore the 50% increase in monies allocated to widening participation will be used largely to consolidate, embed, and develop further the range of activities we have to offer stakeholders. In particular, we will use the opportunity to target two types of students: • those in schools and colleges with low attainment records and located in low participation neighbourhoods (where the largest number of students from under-represented groups are likely to be found) • those in schools and colleges which already succeed in encouraging substantial numbers of applications to the University, but within which there remain pockets of students not currently aspiring to apply to any higher education institution. We are also hoping that if our submission to HEFCE for a Lifelong Learning Network is successful, we can extend our range of activities with community groups and employers towards the end of the period covered by this Access Agreement. Arrangements for providing information on financial support available to students and prospective students: The University already has a wide range of well-established connections with colleges, schools, Connexions services and employers through its Admissions, Marketing, Widening Participation, Student and Careers services. Those services are being more closely integrated to pool their resources, and encouraged to map their outreach interventions and clients, working closely with Regional Aimhigher colleagues. As a result, from 2005-06 the materials and arrangements for providing financial support information to students and potential students will be consolidated and encompassed in a rolling, integrated and targeted programme, which will be carefully monitored. An outline can be found in Appendix A. Institutional milestones and objectives: The HEFCE (2002/52) Performance Indicators in Higher Education publication shows that UWE is one of the largest recruiters of first degree entrants from state schools and lower social classes in England and Wales. It is also the largest recruiter of ethnic minority students and first degree students from low participation neighbourhoods in the South West. Between 1997/98 and 2002/03 the number of young full-time first degree entrants to UWE from low participation neighbourhoods increased by 52.3%, up from 285 in 1997/98 to 434 in 2002/03. The University also has a substantial proportion (22%) of mature first-degree entrants and the second largest number, in England and Wales, of students with an Access qualification: in 2001- 02, 9% of all entrants to fulltime undergraduate studies at UWE had an Access qualification. Taken overall, the University's student profile already broadly mirrors that of the national student body and thus reflects the 'balanced community' which the University strives to be. However, the University has set itself a target of even more closely resembling the overall national profile and playing a part in reshaping it to reflect more satisfactorily groups at present under-represented nationally. To that end, using trend data from 2002-03 - 2004-05, the University will monitor and seek to increase applications to those first degree programmes which currently recruit relatively low proportions of students from under-represented categories i.e. state schools/colleges, lower socio-economic groups, and low participation neighbourhoods. This will be achieved across the life of the Access Agreement through the progressive programme of focussed interventions outlined above. The University will report on the baseline and year-on-year improvements as part of the monitoring process with OFFA. By way of illustration, HEFCE benchmarks suggest than increases in the number of young full- time first degree entrants from under-represented groups, broadly as follows, might be appropriate: • state schools / colleges: approximately 144 additional students • lower socio-economic groups: approximately 217 additional entrants • low participation neighbourhoods: approximately 72 additional entrants We believe that those increases are realistically achievable within the resources we propose to allocate from our additional fee income. In addition, the University remains committed to targets established by Aimhigher South West which encourage an increase in total applications from regional school and college students to higher education institutions. The University’s progress in increasing applications from under-represented groups will be monitored in the context of the regional tracking / progression project co-ordinated by Aimhigher South West which is looking at the overall pattern of applications from students in the South West to higher education. If the increase in applications to and acceptances by the University is disappointing relative to the pattern of applications by regional students to higher education as a whole, then the University’s interventions will be reviewed and refined. Following the approval of this Access Agreement, the University will consult widely about a revised Widening Participation Strategy to be approved by the end of the 2004-05 academic year. It will encompass this Agreement. Progress in increasing applications from, and activities targeted at under-represented groups as outlined in this Agreement and in the wider Strategy, will be monitored and measured through a Widening Participation Steering Group, reporting to the University's Academic Board. This in turn will advise the Board of Governors which has ultimate responsibility for determining the mission of the University and for oversight of its activities. Xxxxxx Xxxxxx Vice-Chancellor Financial Information for applicants, prospective applicants and schools and college staff Activity When Audience Information included Monitoring Prospectus & other fees specific publications Sent from March in year prior to admission Prospective applicants, school and colleges, careers advisers Clear statement about fees, information about sources of funding including bursaries and cost of living, specialist fact sheets for mature students, those with childcare responsibilities etc. Feedback from colleagues in sector and students on clarity of information UWE website including Student Advice and Welfare Services Information on current year and following year as soon as fees etc set and linked to relevant external websites Prospective applicants, applicants and current students FAQs and self assessment pages. Detailed information on fees, sources of funding including bursaries and cost of living Number of hits, subsequent enquiries. FAQs monitored and updated Schools and College web pages New development to support schools and college staff by Easter 2005 Schools and college staff , Connexions and careers advisers Range of information to help in providing advice to prospective students Direct feedback sought from audience External websites such as UCAS with links to UWE Information on current year and following year as soon as fees etc set Prospective applicants, applicants and current students Detailed information on UCAS website will lead through to that contained on UWE pages Review of competitor information on UCAS website to ensure quality and strength of message Applicant Enquiry Services All year round dedicated enquiry service offered by Admissions and International Recruitment and Student Advice and Welfare Services, with referral to other expertise as appropriate Prospective applicants, applicants, schools and college staff , parents and careers advisers Bespoke responses by phone, email or in writing on full range of finance, bursary and fees issues Sharing of best practice, development of standard responses and FAQs, feedback from clients Schools and college visits Throughout the year Year 12 and 13 students planning an application to HE From schools and colleges ranked in top 200 providers of applications to UWE and those in Aimhigher West sub- region Range of presentations and workshops designed to provide information on fees, bursaries and budgeting Feedback sought from audience. Number of applications and acceptances received from schools/colleges School and college staff training programme Sessions throughout the academic year Teaching and advisory staff in 14-19 education across Bristol area Workshops on transition into higher education including full range of financial issues Feedback sought from audience. Number of applications and acceptances received from schools/colleges Activity When Audience Information included Monitoring Widening participation initiatives Continuous Year 11, 12 and 13 students considering HE; learners in community settings and students studying on Access programmes Range of presentations and workshops, specific mailings targeting key schools, colleges, community and access providers in the region; 1 to 1 advice and guidance targeted specifically at schools requiring support in post 16 attainment Feedback sought from audience. Number of applications and acceptances received from schools/colleges/ Access providers Heading Higher Passport From October each year Year 12 and 13 students aiming to attend UWE Support for and recognition of enrichment programmes which prepare applicants for HE Direct feedback sought from participating schools and colleges, tracking of numbers of students registered for the scheme, monitoring of students performance when at UWE Open day mailing When offer made to applicant or on receipt of registration for open day request Applicants and prospective applicants and their parents Details of talks available on finance Numbers registering for open day and feedback sought following attendance on clarity of information received beforehand Open Day 5 days throughout academic year Applicants and prospective applicants and their parents Detailed talks on finance, 1-1 advice from trained advisers Feedback sought from attendees used to inform future events Careers conference Held annually Schools and college staff and Connexions advisers Full programme of workshops and talks aimed at informing audience of changes in HE will include update on fees etc. Feedback sought from attendees used to inform future events Schools and Colleges Open Day June each year Schools and college students considering HE and their advisers Programme of events including talks on finance and fees Feedback sought from attendees to inform future events Chancellor’s mailing From December on a rolling basis Applicants made conditional or unconditional offer to which they have not replied Applicant Guide with FAQs on finance, fees and support Feedback from applicants and number of students accepting offer Finance mailing From February (or as soon as details of fees known for following year) on rolling basis Home applicants accepting UWE offer as firm choice Fact sheet on bursaries and bursary application form Number of applications received and nature of enquiries generated used to improve clarity for following years Faculty of Education and Health and Social Care interim mailing From April – repeated fortnightly HSC/EDU UG and PGCE Applicants accepting UWE as firm choice Includes details of grants and fees from NHS etc. Nature of enquiries generated used to improve quality

Outreach Activities. The College is committed to working collaboratively with a range of partner organisations, to raise aspirations and ensure progression opportunities for potential students who might not otherwise consider Higher Education. Partners • National Arts Learning Network • The Creative Way Life Long learning Network • The South London Life Long Learning Network • Aim Higher London South • Arts Aim Higher London Collaborative Outreach Activities with Schools • Taster Days (10 planned for 08-09) • Attainment and Enrichment Projects (7 planned for 08-09) • Summer School (two weeks in July 08-09) • TV Industry Awareness Days (biennial) • Student shadowing (1 group per year) • Guided Tours (approx 6 per year) • Open Days (6 per year) Academic Links Tutors • Attendance at over 33 careers events last year. • Ensuring advice on portfolio presentation, interview techniques and UCAS forms. • Advice on the financial implications of going on to further study. Student Ambassador Volunteers • 50 Student Ambassadors actively engaged in volunteer opportunities. • Approximately 55 individual projects with schools and colleges for Student Ambassadors to get involved in per year. Life Long Learning Networks • Through membership of three Life Long Learning Networks, Ravensbourne were last year allocated 67 additional student numbers, specifically to recruit students with vocational qualifications. Progression Agreements • Effective collaborative working relationships with 20 local FE Colleges have resulted this year in 10 progression agreements being formed. • Work is on going through the Progression Manager to continue to maintain and increase these numbers. Activities with FE Colleges • Information and Social Events for tutors, students and parents. • Pre UCAS interview days for all partner colleges. • Taster days and projects, working in collaboration with the outreach activities offered to local schools. • Visits from course tutors at Ravensbourne to FE Colleges to form relationships and work on curriculum alignment. Level 0 • In addition 2006/7 a new 1yr undergraduate course ‘Level 0 Design and Communication’ was developed to bursaries, scholarships and grants, extend the University college focus on widening participation. 20 additional student numbers from the National Arts Learning Network (NALN) were dedicated to the Level 0 course which will increase its budget provide the first year of a three or four year experience. It was designed to provide guaranteed progression to seven design based undergraduate courses for widening participation outreach and retention activities by 50%. This will support the collaborative activity which the University undertakes as part of Aimhigher South West (xxxx://xxx.xxx.xx.xx/widen/businessplan.htm), through expansion of the already substantial outreach programme delivered by faculties and services throughout the University. That programme covers students from a wide range of activitiesbackgrounds, including those with non traditional entry qualifications or experience. WIDENING PARTICIPATION ACTIVITIES ~ 2005-2007 Formatted: • SummerHeading 3 Formatted: Font: 12 pt Target Positive attitudes and aspirations towards HE amongst those from under - represented groups Increased awareness and attainment towards HE amongst those from under - represented groups Broaden knowledge and understanding of art, Winter design and Easter schools • Saturday Schools • master classes • subject revision classes • subject taster days/sessions • communication and Type of Activity Taster days and visits for Year 8+ who come from a widening participation background School and College subject enrichment days/ programmes • projects Aspiration raising and achievement of school pupils by extending their study of design No of Events Beneficiates 20 one day taster events to targeted WP partners 200 attendees 6 school and college enrichment projects 100 students Summer Challenge Activities Outcome and Evaluation Aspirations raised Raised achievement and application Raised achievement and application Budget Allocation £12,000 £12,000 £8,000 encourage participation in HE and communication by young people who might not otherwise consider this as an option 120 students Improved application from particular institutions identified within College target audience Academic Links Tutors visits 50 academic links visits to schoolsschools and colleges Improved application £10,000 Continue to develop work in Administrative support for HELP Administrative support Purposeful Partnerships £9,000 partnership with Aim Higher network S.E.and London programme for 3 days per week with Schools and Colleges Improved application from particular institutions identified within College target audience Teacher Training Event 1 event per year 30 staff Increased information and guidance for teachers; increased application rates £2,000 Design and Communication awareness raising opportunities for community partners Community Projects 4 projects held per year 50 students Aspirations raised £12,000 Recruitment onto courses in HE for non traditional learners leading to improved retention on courses Bridging Programmes 3 bridging programmes including broadcasting, CAVE and Fashion 30 students Raised aspirations and achievement leading to increased application £15,000 Develop partnerships with local schools and FE colleges Recruitment, training and support of student ambassadors 50 student ambassadors representing the College through HELP Ambassadors recruited and delivering programme £6,000 Develop a College pedagogic framework to inform an inclusive approach to the development of e-learning L&T research support for the development of a pedagogic framework L&T short-term part- time posts to support pedagogic framework development Effective pedagogic framework to support e- learning that embeds inclusivity £15,000 Develop a series of e- learning projects at Faculty level that embed inclusive curriculum issues L&T course support for the development of e-learning materials L&T short-term part- time posts to support course development A growing number of e- learning resources at Faculty level £25,000 Support pedagogic development projects that enhance learning support, in particular, their dissemination and absorption into College processes Support for the work of the student feedback project including new projects and write-up and dissemination Two cross-College projects Write-up/colleges • HE presentations dissemination of the student feedback project £10,000 Programme of staff development to schools / colleges • UG / school / include diversity issues embedded into all training sessions. Series of staff development opportunities both internal and external See staff development brochure All College staff aware of diversity in relation to their work at the college shadowing • HE:school / college student buddying • mentoring • student ambassador scheme • student tutoring • aiming higher days • community outreach • road shows • parent focussed activities / events • teacher / curriculum development • vocational progression routes • community volunteering programmes • other £10,000 Research applicants and bespoke activities those activities are targeted at a broad potential applicants by demographics to ensure full range of groups: • years 5-6 • years 7-9 • years 10 -11 • years 12-13 • 19+ • low participation neighbourhoods • low socio-economic groups • deprived geographic areas • little/ no family history of HE • minority ethnic groups • groups under-represented potential students apply to the College Improvement in subject areas • disabled people • mature learners • part-time learners • vocational learners pre-16 • vocational learners post-16 • learners in community settings • looked-after children / care leavers • work-based learners The range of applicants to courses at the University's outreach activity is already broad College Open Days and deep. However, its exact profile, nature of activities and the number of students targeted varies from year to year as the University works in close partnership with schools, colleges and community groups to develop and provide what is believed by individual stakeholders to be most effective at any given time. From 0000-0, XXX follow up questionnaires The College will be keeping a ‘baseline log’ by reference to which it will seek to measure the extent to which improved performance is attributable to additional expenditure from 2006-07. The University works hard able to ensure that its own activities complement courses fit market and enhance Regional Aimhigher activity and seeks to avoid duplication and unnecessary competition. The University is currently reaching over 3500 identifiable under-represented students though its central Aimhigher interventions in addition to those reached directly by individual faculties and services. However, we are alert to the risk of creating capacity issues for the schools and colleges with whom the University, other institutions, private training providers and Aimhigher work. Therefore the 50% increase in monies allocated to widening participation will be used largely to consolidate, embed, and develop further the range of activities we have potential applicants £12,000 Review and improve cross College course documentation and assessment policies to offer stakeholders. In particular, we will use the opportunity to target two types of students: • those in schools ensure differentiated learning and colleges teaching Revalidated courses fit for purpose with low attainment records and located in low participation neighbourhoods (where the largest number of students from under-represented groups are likely to be found) • those in schools and colleges which already succeed in encouraging substantial numbers of applications to the University, but within which there remain pockets of students not currently aspiring to apply to any higher education institution. We are also hoping that if our submission to HEFCE for a Lifelong Learning Network is successful, we can extend our range of activities with community groups and employers towards the end of the period covered by this Access Agreement. Arrangements for providing information on financial support available to students and prospective students: The University already has a wide range of well-established connections with colleges, schools, Connexions services and employers through its Admissions, Marketing, Widening Participation, Student and Careers services. Those services are being more closely integrated to pool their resources, and encouraged to map their outreach interventions and clients, working closely with Regional Aimhigher colleagues. As a result, from 2005-06 the materials and arrangements for providing financial support information to students and potential students will be consolidated and encompassed in a rolling, integrated and targeted programme, which will be carefully monitored. An outline can be found in Appendix A. Institutional milestones and objectives: The HEFCE (2002/52) Performance Indicators in Higher Education publication shows that UWE is one of the largest recruiters of first degree entrants from state schools and lower social classes in England and Wales. It is also the largest recruiter of ethnic minority students and first degree students from low participation neighbourhoods in the South West. Between 1997/98 and 2002/03 the number of young full-time first degree entrants to UWE from low participation neighbourhoods increased by 52.3%, up from 285 in 1997/98 to 434 in 2002/03. The University also has a substantial proportion (22%) of mature first-degree entrants and the second largest number, in England and Wales, of students with an Access qualification: in 2001- 02, 9% of all entrants to fulltime undergraduate studies at UWE had an Access qualification. Taken overall, the University's student profile already broadly mirrors that of the national student body and thus reflects the 'balanced community' which the University strives to be. However, the University has set itself a target of even more closely resembling the overall national profile and playing a part in reshaping it to reflect more satisfactorily groups at present under-represented nationally. To that end, using trend data from 2002-03 - 2004-05, the University will monitor and seek to increase applications to those first degree programmes which currently recruit relatively low proportions of students from under-represented categories i.e. state schools/colleges, lower socio-economic groups, and low participation neighbourhoods. This will be achieved across the life of the Access Agreement through the progressive programme of focussed interventions outlined above. The University will report on the baseline and year-on-year improvements inclusivity as part of the monitoring process with OFFAcore College agenda. By way Learning outcomes which ensure inclusion Annual Quality Monitoring on courses relating to student demographics.Cross college annual review of illustration, HEFCE benchmarks suggest than increases in the number of young full- time first degree entrants from under-represented groups, broadly as follows, might be appropriate: • state schools / colleges: approximately 144 additional students • lower socio-economic groups: approximately 217 additional entrants • low participation neighbourhoods: approximately 72 additional entrants We believe that those increases are realistically achievable within the resources we propose to allocate from our additional fee incomestudents. In addition, the University remains committed to targets established by Aimhigher South West which encourage an increase in total applications from regional school and college students to higher education institutions. The University’s progress in increasing applications from under-represented groups will be monitored in the context of the regional tracking / progression project co-ordinated by Aimhigher South West which is looking at the overall pattern of applications from students in the South West to higher education. If the increase in applications to and acceptances by the University is disappointing relative to the pattern of applications by regional students to higher education as a whole, then the University’s interventions will be reviewed and refined. Following the approval of this Access Agreement, the University will consult widely about a revised Widening Participation Strategy to be approved by the end of the 2004-05 academic year. It will encompass this Agreement. Progress in increasing applications from, and activities targeted at under-represented groups as outlined in this Agreement and in the wider Strategy, will be monitored and measured through a Widening Participation Steering Group, reporting to the University's Academic Board. This in turn will advise the Board of Governors which has ultimate responsibility for determining the mission of the University and for oversight of its activities. Xxxxxx Xxxxxx Vice-Chancellor Financial Information for applicants, prospective applicants and schools and college staff Activity When Audience Information included Monitoring Prospectus & other fees specific publications Sent from March in year prior to admission Prospective applicants, school and colleges, careers advisers Clear statement about fees, information about sources of funding including bursaries and cost of living, specialist fact sheets for mature students, those with childcare responsibilities etc. Feedback from colleagues in sector and students on clarity of information UWE website including Student Advice and Welfare Services Information on current year and following year as soon as fees etc set and linked to relevant external websites Prospective applicants, applicants and current students FAQs and self assessment pages. Detailed information on fees, sources of funding including bursaries and cost of living Number of hits, subsequent enquiries. FAQs monitored and updated Schools and College web pages New development to support schools and college staff by Easter 2005 Schools and college staff , Connexions and careers advisers Range of information to help in providing advice to prospective students Direct feedback sought from audience External websites such as UCAS with links to UWE Information on current year and following year as soon as fees etc set Prospective applicants, applicants and current students Detailed information on UCAS website will lead through to that contained on UWE pages Review of competitor information on UCAS website to ensure quality and strength of message Applicant Enquiry Services All year round dedicated enquiry service offered by Admissions and International Recruitment and Student Advice and Welfare Services, with referral to other expertise as appropriate Prospective applicants, applicants, schools and college staff , parents and careers advisers Bespoke responses by phone, email or in writing on full range of finance, bursary and fees issues Sharing of best practice, development of standard responses and FAQs, feedback from clients Schools and college visits Throughout the year Year 12 and 13 students planning an application to HE From schools and colleges ranked in top 200 providers of applications to UWE and those in Aimhigher West sub- region Range of presentations and workshops designed to provide information on fees, bursaries and budgeting Feedback sought from audience. Number of applications and acceptances received from schools/colleges School and college staff training programme Sessions throughout the academic year Teaching and advisory staff in 14-19 education across Bristol area Workshops on transition into higher education including full range of financial issues Feedback sought from audience. Number of applications and acceptances received from schools/colleges Activity When Audience Information included Monitoring Widening participation initiatives Continuous Year 11, 12 and 13 students considering HE; learners in community settings and students studying on Access programmes Range of presentations and workshops, specific mailings targeting key schools, colleges, community and access providers in the region; 1 to 1 advice and guidance targeted specifically at schools requiring support in post 16 attainment Feedback sought from audience. Number of applications and acceptances received from schools/colleges/ Access providers Heading Higher Passport From October each year Year 12 and 13 students aiming to attend UWE Support for and recognition of enrichment programmes which prepare applicants for HE Direct feedback sought from participating schools and colleges, tracking of numbers of students registered for the scheme, monitoring of students performance when at UWE Open day mailing When offer made to applicant or on receipt of registration for open day request Applicants and prospective applicants and their parents Details of talks available on finance Numbers registering for open day and feedback sought following attendance on clarity of information received beforehand Open Day 5 days throughout academic year Applicants and prospective applicants and their parents Detailed talks on finance, 1-1 advice from trained advisers Feedback sought from attendees used to inform future events Careers conference Held annually Schools and college staff and Connexions advisers Full programme of workshops and talks aimed at informing audience of changes in HE will include update on fees etc. Feedback sought from attendees used to inform future events Schools and Colleges Open Day June each year Schools and college students considering HE and their advisers Programme of events including talks on finance and fees Feedback sought from attendees to inform future events Chancellor’s mailing From December on a rolling basis Applicants made conditional or unconditional offer to which they have not replied Applicant Guide with FAQs on finance, fees and support Feedback from applicants and number of students accepting offer Finance mailing From February (or as soon as details of fees known for following year) on rolling basis Home applicants accepting UWE offer as firm choice Fact sheet on bursaries and bursary application form Number of applications received and nature of enquiries generated used to improve clarity for following years Faculty of Education and Health and Social Care interim mailing From April – repeated fortnightly HSC/EDU UG and PGCE Applicants accepting UWE as firm choice Includes details of grants and fees from NHS etc. Nature of enquiries generated used to improve qualityAssessment policy £80,000

Outreach Activities. In addition The consistent commitment of TVU to bursaries, scholarships reach people from communities under- represented in higher education has enabled the University to embed widening participation work across subject areas. As the lead institution for the Aimhigher partnership in West London and grantsthe West London Lifelong Learning Network (WL LLN), the University will increase its budget for widening participation outreach has brought together over 30 schools, sixth forms, FE colleges, HE institutions, Local Authorities and retention other agencies across West London. Working with these Aimhigher partners, TVU continues to build on work with local schools and colleges to offer students, from Year 9 through to advanced level study, a range of tasters, workshops, masterclasses, progression days, visits and summer schools all developed to link directly to aims and objectives within the vocational GCSE and advanced level curricula. Leadership of the WL LLN and involvement, often as the consortia lead, in developments related to the 14 – 19 curriculum has sharpened TVU’s particular focus on activities by 50%increasing the number of vocational learners progressing to and through HE. The University is working with partners in West London and Berkshire to support the delivery and progression routes related to the new diplomas. This will support includes development of Foundation Degree programmes with clear articulation and extension of diploma lines. In the collaborative activity which light of the University undertakes as part findings of Aimhigher South West the Xxxxxx Review (xxxx://xxx.xxx.xx.xx/widen/businessplan.htm2007), through expansion of the already substantial outreach programme delivered by faculties and services throughout the University, through its OFFA Policy, Progress and Monitoring Group (OPPMG), decided to review the effectiveness, value for money, and focus of outreach activity organised and delivered through its Access Agreement outreach action plan. That programme covers a wide range of activities: • SummerFrom 2008/09, Winter with discussions and Easter schools • Saturday Schools • master classes • subject revision classes • subject taster days/sessions • subject enrichment days/ programmes • visits arrangements taking place with partners during the previous year, TVU will introduce four new outreach initiatives to schools/colleges • HE presentations to schools / colleges • UG / school / college shadowing • HE:school / college student buddying • mentoring • student ambassador scheme • student tutoring • aiming articulate links between higher days • community outreach • road shows • parent focussed activities / events • teacher / curriculum development • vocational progression routes • community volunteering programmes • other level study and bespoke activities work and target those activities are targeted at a broad range of groups: • years 5-6 • years 7-9 • years 10 -11 • years 12-13 • 19+ • low participation neighbourhoods • low socio-economic groups • deprived geographic areas • little/ no family history of HE • minority ethnic groups • groups under-represented in subject areas higher education including, in particular, people from low income backgrounds. In short, these initiatives are: • disabled people A mentoring programme for Further Education (FE) students receiving the Education Maintenance Allowance (EMA) to support transition. • mature learners Delivery of financial capability support for FE students, • part-time learners An outreach pilot, Experience Counts, working with employers, to reach those without experience of higher level study to translate work experience/learning into educational credit linked to the University’s Negotiated Award scheme. • vocational learners pre-16 • vocational learners post-16 • learners Targeted outreach, through the Extended Employability programme, working with Connexions and Next Steps, to reach young adults, including those at risk of falling into the NEET category, with the opportunity to undertake an assisted work placement alongside a relevant study programme eg. Foundation Degree. To be developed in community settings • looked-after children / care leavers • work-based learners The range 2007/08 and implemented from 2008/09, these initiatives will supplement and extend key features of the University's ’s outreach activity action plan. The revised action plan, with milestones where applicable, is already broad shown below. The University’s Offa Policy, Progress and deep. HoweverMonitoring Group (OPPMG) will meet regularly, its exact profilea minimum of three times during each academic year from 2007/08, nature to review the delivery and development of outreach activities and to monitor the progress of initiatives in relation to the milestones. The OPPMG is made up of the University PVC Deans, Secretary & Registrar, Head of Planning, Head of Student Services, and Head of Widening Participation. Progress towards targets will be monitored against HEFCE/HESA PIs. In all cases we will aim to maintain or improve on our existing above benchmark performance. The University’s outreach action plan aims to maintain or improve performance with a particular focus on the number of students targeted varies from year to year as the University works in close partnership with schools, colleges and community groups to develop and provide what is believed by individual stakeholders to be most effective at any given time. From 0000-0, XXX will be keeping a ‘baseline log’ by reference to which it will seek to measure the extent to which improved performance is attributable to additional expenditure from 2006-07. The University works hard to ensure that its own activities complement and enhance Regional Aimhigher activity and seeks to avoid duplication and unnecessary competition. The University is currently reaching over 3500 identifiable under-represented students though its central Aimhigher interventions in addition to those reached directly by individual faculties and services. However, we are alert to the risk of creating capacity issues for the schools and colleges with whom the University, other institutions, private training providers and Aimhigher work. Therefore the 50% increase in monies allocated to widening participation will be used largely to consolidate, embed, and develop further the range of activities we have to offer stakeholders. In particular, we will use the opportunity to target two types of students: • those in schools and colleges with low attainment records and located in low participation neighbourhoods (where the largest number of students from under-represented groups are likely to be found) • those in schools and colleges which already succeed in encouraging substantial numbers of applications to the University, but within which there remain pockets of students not currently aspiring to apply to any higher education institution. We are also hoping that if our submission to HEFCE for a Lifelong Learning Network is successful, we can extend our range of activities with community groups and employers towards the end of the period covered by this Access Agreement. Arrangements for providing information on financial support available to students and prospective students: The University already has a wide range of well-established connections with colleges, schools, Connexions services and employers through its Admissions, Marketing, Widening Participation, Student and Careers services. Those services are being more closely integrated to pool their resources, and encouraged to map their outreach interventions and clients, working closely with Regional Aimhigher colleagues. As a result, from 2005-06 the materials and arrangements for providing financial support information to students and potential students will be consolidated and encompassed in a rolling, integrated and targeted programme, which will be carefully monitored. An outline can be found in Appendix A. Institutional milestones and objectives: The HEFCE (2002/52) Performance Indicators in Higher Education publication shows that UWE is one of the largest recruiters of first degree entrants from state schools and lower social classes in England and Wales. It is also the largest recruiter of ethnic minority students and first degree students from low participation neighbourhoods in and from National Statistics Socio-Economic classes 4, 5, 6 and 7. In 2005/06, the South West. Between 1997/98 and 2002/03 the number percentage of young full-full time first degree entrants to UWE from low participation neighbourhoods increased by 52.3%, up rose from 285 12.5% in 1997/98 2004/05 to 434 16.5% in 2002/032005/06. The University also has a substantial proportion (22%) of mature first-degree entrants and the second largest number, in England and Wales, of students with an Access qualification: in 2001- 02, 9% of all entrants to fulltime undergraduate studies at UWE had an Access qualification. Taken overall, the University's student profile already broadly mirrors that of the national student body and thus reflects the 'balanced community' which the University strives to be. However, the University has set itself a target of even more closely resembling the overall national profile and playing a part in reshaping it to reflect more satisfactorily groups at present under-represented nationally. To that end, using trend data from 2002-03 - 2004-05, the University will monitor and seek to increase applications to those first degree programmes which currently recruit relatively low proportions of students from under-represented categories i.e. state schools/colleges, lower socio-economic groups, and low participation neighbourhoods. This will be achieved across the life of the Access Agreement through the progressive programme of focussed interventions outlined above. The University will report on the baseline and year-on-year improvements as part of the monitoring process with OFFA. By way of illustration, HEFCE benchmarks suggest than increases in the number of young full- full time first degree entrants from underNational Statistics Socio-represented groupsEconomic classes 4, broadly as follows5, might be appropriate: • state schools / colleges: approximately 144 additional students • lower socio-economic groups: approximately 217 additional entrants • low participation neighbourhoods: approximately 72 additional entrants We believe that those increases are realistically achievable within the resources we propose 6 and 7 remained at around 38%. Benchmarking related to allocate from our additional fee income. In addition, the University remains committed to targets established by Aimhigher South West which encourage an increase in total applications from regional school and college students to higher education institutions. The University’s progress in increasing applications from under-represented groups Progress reporting will be monitored in carried out through the context of the regional tracking / progression project co-ordinated Widening Participation Office and evaluated by Aimhigher South West which is looking at the overall pattern of applications from students in the South West to higher education. If the increase in applications to and acceptances by the University is disappointing relative to the pattern of applications by regional students to higher education as a whole, then the University’s interventions will be reviewed Offa Policy, Progress and refined. Following the approval of this Access Agreement, the University will consult widely about a revised Widening Participation Strategy to be approved by the end of the 2004-05 academic year. It will encompass this Agreement. Progress in increasing applications from, and activities targeted at under-represented groups as outlined in this Agreement and in the wider Strategy, will be monitored and measured through a Widening Participation Steering Group, reporting to the University's Academic Board. This in turn will advise the Board of Governors which has ultimate responsibility for determining the mission of the University and for oversight of its activities. Xxxxxx Xxxxxx Vice-Chancellor Financial Information for applicants, prospective applicants and schools and college staff Activity When Audience Information included Monitoring Prospectus & other fees specific publications Sent from March in year prior to admission Prospective applicants, school and colleges, careers advisers Clear statement about fees, information about sources of funding including bursaries and cost of living, specialist fact sheets for mature students, those with childcare responsibilities etc. Feedback from colleagues in sector and students on clarity of information UWE website including Student Advice and Welfare Services Information on current year and following year as soon as fees etc set and linked to relevant external websites Prospective applicants, applicants and current students FAQs and self assessment pages. Detailed information on fees, sources of funding including bursaries and cost of living Number of hits, subsequent enquiries. FAQs monitored and updated Schools and College web pages New development to support schools and college staff by Easter 2005 Schools and college staff , Connexions and careers advisers Range of information to help in providing advice to prospective students Direct feedback sought from audience External websites such as UCAS with links to UWE Information on current year and following year as soon as fees etc set Prospective applicants, applicants and current students Detailed information on UCAS website will lead through to that contained on UWE pages Review of competitor information on UCAS website to ensure quality and strength of message Applicant Enquiry Services All year round dedicated enquiry service offered by Admissions and International Recruitment and Student Advice and Welfare Services, with referral to other expertise as appropriate Prospective applicants, applicants, schools and college staff , parents and careers advisers Bespoke responses by phone, email or in writing on full range of finance, bursary and fees issues Sharing of best practice, development of standard responses and FAQs, feedback from clients Schools and college visits Throughout the year Year 12 and 13 students planning an application to HE From schools and colleges ranked in top 200 providers of applications to UWE and those in Aimhigher West sub- region Range of presentations and workshops designed to provide information on fees, bursaries and budgeting Feedback sought from audience. Number of applications and acceptances received from schools/colleges School and college staff training programme Sessions throughout the academic year Teaching and advisory staff in 14-19 education across Bristol area Workshops on transition into higher education including full range of financial issues Feedback sought from audience. Number of applications and acceptances received from schools/colleges Activity When Audience Information included Monitoring Widening participation initiatives Continuous Year 11, 12 and 13 students considering HE; learners in community settings and students studying on Access programmes Range of presentations and workshops, specific mailings targeting key schools, colleges, community and access providers in the region; 1 to 1 advice and guidance targeted specifically at schools requiring support in post 16 attainment Feedback sought from audience. Number of applications and acceptances received from schools/colleges/ Access providers Heading Higher Passport From October each year Year 12 and 13 students aiming to attend UWE Support for and recognition of enrichment programmes which prepare applicants for HE Direct feedback sought from participating schools and colleges, tracking of numbers of students registered for the scheme, monitoring of students performance when at UWE Open day mailing When offer made to applicant or on receipt of registration for open day request Applicants and prospective applicants and their parents Details of talks available on finance Numbers registering for open day and feedback sought following attendance on clarity of information received beforehand Open Day 5 days throughout academic year Applicants and prospective applicants and their parents Detailed talks on finance, 1-1 advice from trained advisers Feedback sought from attendees used to inform future events Careers conference Held annually Schools and college staff and Connexions advisers Full programme of workshops and talks aimed at informing audience of changes in HE will include update on fees etc. Feedback sought from attendees used to inform future events Schools and Colleges Open Day June each year Schools and college students considering HE and their advisers Programme of events including talks on finance and fees Feedback sought from attendees to inform future events Chancellor’s mailing From December on a rolling basis Applicants made conditional or unconditional offer to which they have not replied Applicant Guide with FAQs on finance, fees and support Feedback from applicants and number of students accepting offer Finance mailing From February Group (or as soon as details of fees known for following year) on rolling basis Home applicants accepting UWE offer as firm choice Fact sheet on bursaries and bursary application form Number of applications received and nature of enquiries generated used to improve clarity for following years Faculty of Education and Health and Social Care interim mailing From April – repeated fortnightly HSC/EDU UG and PGCE Applicants accepting UWE as firm choice Includes details of grants and fees from NHS etc. Nature of enquiries generated used to improve qualityOPPMG).

Outreach Activities. The College works closely with networks including the Epsom and Xxxxx 14-19 partnership to promote HE provision through Steering and Development Groups. The College is involved in a successful joint marketing campaign for the Early Years foundation degree, a franchised programme delivered jointly with Kingston University. In addition 2017-2018 we plan to bursaries, scholarships and grants, spend tuition fee income above the University will increase its budget for basic fee on outreach activities that focus on the widening participation outreach and retention activities by 50%. This will support the collaborative activity which the University undertakes as part of Aimhigher South West (xxxx://xxx.xxx.xx.xx/widen/businessplan.htm), through expansion of the already substantial outreach programme delivered by faculties and services throughout the University. That programme covers a wide range of activities: under-represented groups including; • Summer, Winter and Easter schools • Saturday Schools • master classes • subject revision classes • subject taster days/sessions • subject enrichment days/ programmes • visits to schools/colleges • HE presentations to schools / colleges • UG / school / college shadowing • HE:school / college student buddying • mentoring • student ambassador scheme • student tutoring • aiming higher days • community outreach • road shows • parent focussed activities / events • teacher / curriculum development • vocational progression routes • community volunteering programmes • other and bespoke activities those activities are targeted at a broad range of groups: • years 5-6 • years 7-9 • years 10 -11 • years 12-13 • 19+ • low participation neighbourhoods • low People from lower socio-economic groups or from neighbourhoods where higher education participation is low • deprived geographic areas People from low-income backgrounds (household income of up to £42,875) • little/ no family history of HE • minority Some ethnic groups or sub-groups, including white males from economically disadvantaged backgrounds • groups under-represented in subject areas • disabled Disabled people • mature learners • Mature and part-time learners • vocational learners pre-16 • vocational learners post-16 • learners in community settings • looked-after children / care Care leavers • workCarers • Estranged young people and students • Students from gypsy and Traveller communities • Refugees Outreach activities will include: • Working with further education students within the college at all levels to promote progression options to vocational HE study including Higher Level Apprenticeships. • Working with relevant local partnerships to raise aspiration, motivation and achievement amongst key groups • Providing internal progression events • Providing 1:1 support for college students researching HE opportunities, completing UCAS applications and appropriate confirming HE progression routes • Providing 1:1 support for college students to develop their CV, undertake job searches, developing their interview techniques and networking skills • Providing enhanced 1:1 IAG for late applicants to HE and enhanced on-based learners The range programme support • Strengthening of the University's outreach activity is already broad progression routes from feeder schools into Further Education and deep. Howevervocationally-relevant Higher Education • Providing HE fairs and associated taster activities to promote awareness of HE opportunities in local schools and colleges • Engaging with local HEIs through Compact arrangements to facilitate progression routes for college Level 3 students • Providing enhanced Information Advice and Guidance, its exact profileincluding financial matters, nature of activities and the number of students targeted varies from year to year as the University works at open evening events in close partnership with local schools, colleges and community groups careers fairs • Exploring the development of links with local primary schools to develop promote awareness, raise aspiration and provide what is believed by individual stakeholders promote attainment. • Jointly marketing HE programmes, where appropriate with other providers to be most effective at any given time. From 0000-0, XXX will be keeping a ‘baseline log’ by reference local areas with low HE participation The College has appointed staff that share responsibilities for internal and external engagement to which it will seek to measure the extent to which improved performance is attributable to additional expenditure from 2006-07. The University works hard to ensure that its own activities complement and enhance Regional Aimhigher activity and seeks to avoid duplication and unnecessary competition. The University is currently reaching over 3500 identifiable facilitate progression of under-represented groups. The success of these roles in achieving targets will be evaluated in May 2018. Curriculum Development During 2013-2014, the College introduced a new Access to Higher Education course in Health and Social Care In 2014-2015, the College validated two new Foundation Degrees in Healthcare Science and Applied Biological Science. The Foundation Degrees incorporate a validated foundation year at FHEQ level 3 to support recruitment of non-standard entry students. Retention and Success Activities Retention across all widening participation groups was 83% in 2014-2015. The college will continue to enhance the support students though its central Aimhigher interventions in addition from widening participation groups receive with the following activities: • Students who face unexpected financial hardship whilst on their programme can apply to the college Higher Education Hardship fund for additional support. Household income and expenditure is taken into consideration along the lines of the previous Access to Learning Fund. • Personal Development Planning provides an opportunity to discuss the suitability of the course, review individual support needs and to draw up appropriate support plans. • Access to diagnostic assessment to identify specific support needs • Dedicated HE Additional Learner Support (ALS) is available from interview stage (if requested), to Induction and ‘on-programme’ • Study skills sessions are delivered as an integral part of the cross-college induction and form part of the extended programme induction. • Additional on-programme and 1:1 study skills sessions are provided. • Dedicated HE ALS support is available for students without a disability support assessment. • Dedicated HE Learner Support with access to a highly qualified team of Learning Support tutors – all available to provide specialist advice and support and supplied to those reached directly who cannot obtain DSA • Students are provided with a 1:1 tutorial entitlement with additional provision arising from needs identified pre- and post-enrolment. • Close monitoring of attendance patterns and follow-up of unexplained absences by individual faculties tutors and managers. • Provision of college health and counselling services. However, we are alert • Provision of subsidised nursery places. • Development of the College VLE to support and extend learning opportunities. • Access to the risk bespoke HE study room in the LRC with pre-arranged support from volunteers The most recent College QAA IQER (2012) has already identified a number of creating capacity issues strengths in this area, including: • A comprehensive Learning Support Policy that details formal learning support processes. • Responsibilities for the schools identification, management and colleges with whom delivery of academic guidance and pastoral support are clearly delegated through the Universitymanagement structure. This includes academic guidance such as assessment feedback, other institutionspastoral support, private training providers and Aimhigher work. Therefore the 50% increase in monies allocated to widening participation will be used largely to consolidate, embedpersonal tutorial, and develop further personal development planning. • All College staff are active in ensuring that students have the support they require to support their learning. Students also access study skills support in the College learning resource centre, on a drop-in or individual basis. • Students spoke very positively about the range and quality of support they receive. • Students undertake an extensive two-day induction during which they are introduced to key College policies and procedures and given programme information. Induction provides information on additional learning support, and there are introductory sessions on assignment design, module and unit structures, assessment strategies and use of the virtual learning environment. Students find the induction process very intensive, but useful in preparing them for their studies. • Students find their tutorials informative and helpful. They also commented on the ease of access to tutors for additional tutorials, which are useful in providing further advice and support. Progression activities we have The College has an established, on-campus employment and employability centre. This innovative facility provides students with practical support finding part-time and full-time employment and delivers workshops and advice on CV preparation, interview techniques, work experience and Apprenticeship placements. All students are supported to offer stakeholdersundertake personal and professional development (PDP) to aid their progression during their time at college. In particularEach student is assigned a personal academic and pastoral tutor who is responsible for supporting the PDP process. The college runs structured UCAS support sessions which provide advice and guidance to students applying for further study. Furthermore, we will use the opportunity UCAS support sessions are scheduled to target two types assist students to write their personal statements. The Director of students: • those in schools and colleges with low attainment records and located in low participation neighbourhoods (where the largest number of students from underFaculty for academic vocational provision co-represented groups are likely to be found) • those in schools and colleges which already succeed in encouraging substantial numbers of ordinates all UCAS applications to the University, but within which there remain pockets of students not currently aspiring ensure progression to apply to any higher education institutionis maximised both internally and externally. We are also hoping that if our submission to HEFCE for a Lifelong Learning Network is successful, we can extend our range of activities with community groups and employers towards the end of the period covered by this Access Agreement. Arrangements for providing information on financial support available to students and prospective students: The University already has a wide range of well-established connections with colleges, schools, Connexions services and employers through its Admissions, Marketing, Widening Participation, Student and Careers services. Those services are being more closely integrated to pool their resources, and encouraged to map their outreach interventions and clients, working closely with Regional Aimhigher colleagues. As a result, from 2005-06 the materials and arrangements for providing financial support information to students and potential students will be consolidated and encompassed in a rolling, integrated and targeted programme, which will be carefully monitored. An outline can be found in Appendix A. Institutional milestones and objectives: The HEFCE (2002/52) Performance Indicators in college runs an annual Higher Education publication shows that UWE Opportunities Fair which invites Higher Education Institutions, volunteer and gap year organisations to meet with our students. The fair is one of the largest recruiters of first degree entrants from state schools an excellent opportunity for students to meet university representatives, discuss further progression opportunities and lower social classes in England and Walesto gather information about Higher Education Institutions. It is also the largest recruiter of ethnic minority an opportunity for students to consider volunteering roles to build their experience and first degree students from low participation neighbourhoods in the South West. Between 1997/98 and 2002/03 the number of young full-time first degree entrants to UWE from low participation neighbourhoods increased by 52.3%, up from 285 in 1997/98 to 434 in 2002/03further develop employability skills. The University also has a substantial proportion (22%) overall aims of mature first-degree entrants and the second largest number, in England and Wales, of students with an Access qualification: in 2001- 02, 9% of all entrants these strategies are to fulltime undergraduate studies at UWE had an Access qualification. Taken overall, the University's student profile already broadly mirrors that of the national student body and thus reflects the 'balanced community' which the University strives to be. However, the University has set itself a target of even more closely resembling the overall national profile and playing a part in reshaping it to reflect more satisfactorily groups at present under-represented nationally. To that end, using trend data from 2002-03 - 2004-05, the University will monitor and seek to increase applications to those first degree programmes which currently recruit relatively low proportions of students from under-represented categories i.e. state schools/colleges, lower socio-economic groups, and low participation neighbourhoods. This will be achieved across the life of the Access Agreement through the progressive programme of focussed interventions outlined above. The University will report on the baseline and year-on-year improvements as part of the monitoring process with OFFA. By way of illustration, HEFCE benchmarks suggest than increases in the number of young full- time first degree entrants from under-represented groups, broadly as follows, might be appropriate: • state schools / colleges: approximately 144 additional students • lower socio-economic groups: approximately 217 additional entrants • low participation neighbourhoods: approximately 72 additional entrants We believe that those increases are realistically achievable within the resources we propose to allocate from our additional fee income. In addition, the University remains committed to targets established by Aimhigher South West which encourage an increase in total applications from regional school and college students to higher education institutions. The University’s progress in increasing applications from under-represented groups will be monitored in the context of the regional tracking / progression project co-ordinated by Aimhigher South West which is looking at the overall pattern of applications from support students in the South West developing their employability skills and improve their prospects of progression to higher education. If the increase in applications to employment and acceptances by the University is disappointing relative to the pattern of applications by regional students to higher education as a whole, then the University’s interventions will be reviewed and refined. Following the approval of this Access Agreement, the University will consult widely about a revised Widening Participation Strategy to be approved by the end of the 2004-05 academic year. It will encompass this Agreement. Progress in increasing applications from, and activities targeted at under-represented groups as outlined in this Agreement and in the wider Strategy, will be monitored and measured through a Widening Participation Steering Group, reporting to the University's Academic Board. This in turn will advise the Board of Governors which has ultimate responsibility for determining the mission of the University and for oversight of its activities. Xxxxxx Xxxxxx Vice-Chancellor Financial Information for applicants, prospective applicants and schools and college staff Activity When Audience Information included Monitoring Prospectus & other fees specific publications Sent from March in year prior to admission Prospective applicants, school and colleges, careers advisers Clear statement about fees, information about sources of funding including bursaries and cost of living, specialist fact sheets for mature students, those with childcare responsibilities etc. Feedback from colleagues in sector and students on clarity of information UWE website including Student Advice and Welfare Services Information on current year and following year as soon as fees etc set and linked to relevant external websites Prospective applicants, applicants and current students FAQs and self assessment pages. Detailed information on fees, sources of funding including bursaries and cost of living Number of hits, subsequent enquiries. FAQs monitored and updated Schools and College web pages New development to support schools and college staff by Easter 2005 Schools and college staff , Connexions and careers advisers Range of information to help in providing advice to prospective students Direct feedback sought from audience External websites such as UCAS with links to UWE Information on current year and following year as soon as fees etc set Prospective applicants, applicants and current students Detailed information on UCAS website will lead through to that contained on UWE pages Review of competitor information on UCAS website to ensure quality and strength of message Applicant Enquiry Services All year round dedicated enquiry service offered by Admissions and International Recruitment and Student Advice and Welfare Services, with referral to other expertise as appropriate Prospective applicants, applicants, schools and college staff , parents and careers advisers Bespoke responses by phone, email or in writing on full range of finance, bursary and fees issues Sharing of best practice, development of standard responses and FAQs, feedback from clients Schools and college visits Throughout the year Year 12 and 13 students planning an application to HE From schools and colleges ranked in top 200 providers of applications to UWE and those in Aimhigher West sub- region Range of presentations and workshops designed to provide information on fees, bursaries and budgeting Feedback sought from audience. Number of applications and acceptances received from schools/colleges School and college staff training programme Sessions throughout the academic year Teaching and advisory staff in 14-19 education across Bristol area Workshops on transition into higher education including full range of financial issues Feedback sought from audience. Number of applications and acceptances received from schools/colleges Activity When Audience Information included Monitoring Widening participation initiatives Continuous Year 11, 12 and 13 students considering HE; learners in community settings and students studying on Access programmes Range of presentations and workshops, specific mailings targeting key schools, colleges, community and access providers in the region; 1 to 1 advice and guidance targeted specifically at schools requiring support in post 16 attainment Feedback sought from audience. Number of applications and acceptances received from schools/colleges/ Access providers Heading Higher Passport From October each year Year 12 and 13 students aiming to attend UWE Support for and recognition of enrichment programmes which prepare applicants for HE Direct feedback sought from participating schools and colleges, tracking of numbers of students registered for the scheme, monitoring of students performance when at UWE Open day mailing When offer made to applicant or on receipt of registration for open day request Applicants and prospective applicants and their parents Details of talks available on finance Numbers registering for open day and feedback sought following attendance on clarity of information received beforehand Open Day 5 days throughout academic year Applicants and prospective applicants and their parents Detailed talks on finance, 1-1 advice from trained advisers Feedback sought from attendees used to inform future events Careers conference Held annually Schools and college staff and Connexions advisers Full programme of workshops and talks aimed at informing audience of changes in HE will include update on fees etc. Feedback sought from attendees used to inform future events Schools and Colleges Open Day June each year Schools and college students considering HE and their advisers Programme of events including talks on finance and fees Feedback sought from attendees to inform future events Chancellor’s mailing From December on a rolling basis Applicants made conditional or unconditional offer to which they have not replied Applicant Guide with FAQs on finance, fees and support Feedback from applicants and number of students accepting offer Finance mailing From February (or as soon as details of fees known for following year) on rolling basis Home applicants accepting UWE offer as firm choice Fact sheet on bursaries and bursary application form Number of applications received and nature of enquiries generated used to improve clarity for following years Faculty of Education and Health and Social Care interim mailing From April – repeated fortnightly HSC/EDU UG and PGCE Applicants accepting UWE as firm choice Includes details of grants and fees from NHS etc. Nature of enquiries generated used to improve qualityfurther study.