Common use of Collaborative Work Clause in Contracts

Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective higher education institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: Exeter, Bristol and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to summer schools for 2012, ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions has been collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements including mutual campus visits will be explored for future years. Plans are also being developed for a collaborative approach to supporting teachers and advisers providing information, advice and guidance (IAG) to young people with the potential to progress to selective universities. Bath has also had very productive discussions with the University of Oxford on future collaboration such as providing visit opportunities for students participating in the Oxford Young Ambassador Xxxxxx, with reciprocal visits to Oxford for participants on our pre-16 outreach programme. Bath is hosting a visit from Oxford's UNIQ summer school participants to campus in the summer of 2012. As plans evolve for Bath, Bristol, and Exeter summer schools, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Nationally, we will seek to form partnerships with other selective universities to offer a joint programme of sustained activity to raise attainment that will be recognised by all partners at the point of admission as adding academic value to a candidate‟s application. We will increase the scope of our activity by working collaboratively with selected third sector organisations. The University has successfully negotiated a partnership with the 6 Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme, TLRP, 2008 xxx.xxxx.xxx/xxx/xxxxxxxxx/XXxxxx.xxx 7 What more can be done to widen access to highly selective universities?, Xxx Xxxxxx Xxxxxx, 2010 xxx.xxxx.xxx.xx/xx-xxxxxxx/xxxxxxx/0000/00/Xxx-Xxxxxx-Xxxxxx-Fair-Access-report-web-version.pdf Villiers Park Educational Trust and has made a significant investment in its Swindon Scholars Programme. This programme supports schools and colleges in targeted areas of disadvantage where progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will be delivered in collaboration with Bath Spa University. The initiative will focus on supporting schools in raising attainment at GCSE in the English Baccalaureate subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from three partner schools access to a wide range of courses and enrichment activities. The University of Bath will continue to utilise and embed the work of the Western Vocational Progression Consortium (WVPC) and explore ways of continuing to work as part of a consortium to offer progression advice to vocational and non-traditional learners into and through HE. The consortium is jointly responsible for the Lifepilot website (www.life- xxxxx.xx.xx) which offers IAG to adult and part-time students and Career Pilot (xxx.xxxxxxxxxxx.xxx.xx) which focuses on education and careers advice for younger learners. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As the lead institution for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. Initial Teacher Training We plan to offer a number of outreach activities designed to increase participation in Initial Teacher Training (ITT) of those from social classes 4-7, from a black or minority ethnic background, and of men applying for middle years courses. These will be developed in collaboration with our partners in the Positive Action Training Hub (PATH) consortium of ITT providers in the South West. These will be centred on „Careers in Teaching‟ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim to attract: career change adults and University of Bath undergraduates who are: first in family (FIF) to take an undergraduate degree; from NS-SEC classes 4 – 7; from a black and minority ethnic background; and male applicants for middle years English and Science pathways.

Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective higher education institutions Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, Bristol and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools for 2012, ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions has been is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements including include summer school ‘reunions’ and mutual campus visits will be explored for future years. Plans are also being developed for a collaborative approach to supporting teachers and advisers providing information, advice and guidance (IAG) to young people with the potential to progress to selective universitiesvisits. Bath has also had very productive discussions continues its collaborative activities with the University of Oxford on future collaboration such as providing visit opportunities for students participating in the Oxford Young Ambassador XxxxxxOxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme. programme and visits to Bath is hosting a visit from Oxford's UNIQ summer school participants to campus in the summer of 2012for Oxford ‘Young Ambassadors’. As plans evolve for Bath, Bristol, and Exeter summer schoolsincreased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. NationallyWorking with the universities of Cardiff, we will seek Oxford, Reading and Southampton, Bath continues to form partnerships with other lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in the region, supporting them in making an informed decision about the degree which is most appropriate for them. Students have the opportunity to offer a joint programme of sustained activity participate in activities organised by partner universities and benefit from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to raise attainment that include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 2015-16 will be recognised by all partners at the point of admission as adding academic value professional development for university admissions teams and for staff in schools and colleges advising post-16 students about progression to a candidate‟s applicationhigher education. We will increase are increasing the scope of our activity by working collaboratively with selected third sector organisations. The University has successfully negotiated a partnership with We will continue to support the 6 Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme, TLRP, 2008 xxx.xxxx.xxx/xxx/xxxxxxxxx/XXxxxx.xxx 7 What more can be done to widen access to highly selective universities?, Xxx Xxxxxx Xxxxxx, 2010 xxx.xxxx.xxx.xx/xx-xxxxxxx/xxxxxxx/0000/00/Xxx-Xxxxxx-Xxxxxx-Fair-Access-report-web-version.pdf Villiers Park Educational Trust and has made a significant investment in through its Swindon Scholars Programme. This programme supports Programme which is designed to support schools and colleges in targeted areas of disadvantage where progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake providing an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an INTO University centre in South Bristol. The universities will work in xxx.xxxx.xxx.xx/xx-xxxxxxx/xxxxxxx/0000/00/Xxx-Xxxxxx-Xxxxxx-Fair-Access-report-web-version.pdf partnership with INTO University to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will be delivered continue in collaboration with Bath Spa University. The This initiative will focus focusses on supporting schools in raising attainment at GCSE in the English Baccalaureate core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2015-16 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We will maintain our collaboration with Bath Spa University in 2015-16 to offer awareness and aspiration-raising outreach programme to primary schools that feed into the seven B&NES schools in our pre-16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from three five partner schools access to a wide range of courses and enrichment activitiesactivities including access to On Track to Bath and our enhanced IAG offer for target groups. The University of Bath will continue collaborate with eleven universities in the South West region to utilise fund, maintain, develop and embed promote the work of careers support websites managed by the Western Vocational Progression Consortium (WVPC) ): Lifepilot engaging and explore ways of continuing to work as part of a consortium to offer progression advice to vocational and non-traditional learners into and through HE. The consortium is jointly responsible for the Lifepilot website (www.life- xxxxx.xx.xx) which offers IAG to adult supporting mature and part-time students (xxx.xxxx-xxxxx.xx.xx) and Career Pilot Careerpilot providing pathway and progression information for 13-19 year olds (xxx.xxxxxxxxxxx.xxx.xx) which focuses ). Partners will support the development of the websites; develop further strategies to embed the websites into outreach and IAG activities, set and monitor milestones for inclusion in the OFFA monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to HE. Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on education and careers advice a collaborative research project planned for younger learners2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As the joint lead institution for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. Initial Teacher Training We plan The University has taken a strategic decision to offer a number of outreach activities designed to increase participation in discontinue provision for Initial Teacher Training through the Post Graduate Certificate in Education (PGCE) and will therefore not report to OFFA on outreach activity associated with ITT) . Student success and retention The University has a strong retention record, however, it has been shown that students from non-traditional backgrounds, for example with vocational qualifications, describe the transition into HE as complex and difficult, and need to be able to draw on support to overcome the difficulties they perceive in the HE context8, as well as to ensure they gain maximum benefit from their student experience. The University’s Student Services continues to extend to all students from non-traditional backgrounds a proactive offer of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area aiming to maintain and enhance services for students with disabilities and increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance. As part of our strategy to raise pre-entry attainment, and support student retention and success, we are developing a new initiative to facilitate smooth and successful transition to HE. To this end, we have identified members of academic staff in each department to act as Transition Mentors. They work closely with the students and support them once they arrive at the University. These Mentors link with the extensive peer mentoring schemes in the University, facilitated by the recently appointed Student Experience Officers (SEOs). Drawing on research with current students strategies are being developed to enhance and extend the concept of induction from pre-arrival through to the first year student experience, to better support the transition and inclusion of all students, including those from social classes 4non- traditional backgrounds. Additional support will be provided by departmental Transition Mentors, Faculty-7based SEOs working with Student Services, from a black or minority ethnic backgroundthe WPO, and the Students' Union. They will proactively work with students from non-traditional backgrounds, helping them to identify and meet their academic learning, personal development and employment- related goals, as well as ensuring they understand how to access and benefit from the full range of men applying support and facilities available at the University. Consultations with staff and students have clearly shown the need for middle years coursesadditional learning support for those from under-represented groups. These In 2014-15 we restructured our provision for academic and study skill support, including creation of a new post in our Academic Skills Centre to provide a comprehensive and inclusive offer that will be support the needs of a diverse student body. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, developed in collaboration close partnership with our partners academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to Xxxxx (2006)9 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the Positive Action Training Hub (PATH) consortium peer mentoring university were three times less likely to think of ITT providers dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in the South Westintention to leave”10 8 TLRP, op cit. These will be centred on „Careers 9 Xxxxx, X., 2006, Taking Student Retention Seriously xxx.xxxx.xxxx.xxxxxxxx.xxx/xxx/x0000/xxxx/xxxxxxxxxxxxxxxxxxxxxxxx.xxx 10 Xxxxxxxx, R., Research to Investigate Peer Mentoring in Teaching‟ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim to attract: career change adults and University of Bath undergraduates who are: first in family (FIF) to take an undergraduate degree; from NS-SEC classes 4 – 7; from a black and minority ethnic background; and male applicants for middle years English and Science pathways.UK Higher Education xxx.xxxxxxxxx.xx.xx/xxxxxx/xxxx/xxxxxxxxx/XXXX_Xxxxxxxxxx/Xxxx_00.xxx

Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective higher education institutions Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, Bristol and Oxford. The University has developed a University’s very positive partnership with the Universities of Bristol and Exeter with regard to continues post- Aimhigher through delivery of its joint summer school provision. A decision was made at an early stage for all three institutions to commit to summer schools for 2012, ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions has been collaborative, with joint marketing materials sent to schools and colleges across the South West. Further Bath continues its collaborative elements including mutual campus visits will be explored for future years. Plans are also being developed for a collaborative approach to supporting teachers and advisers providing information, advice and guidance (IAG) to young people with the potential to progress to selective universities. Bath has also had very productive discussions activities with the University of Oxford on future collaboration such as providing visit opportunities for students participating in the Oxford Young Ambassador XxxxxxOxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme. programme and visits to Bath is hosting a visit from Oxford's UNIQ summer school participants to campus in the summer of 2012for Oxford ‘Young Ambassadors’. As plans evolve for Bath, Bristol, and Exeter summer schoolsincreased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. Nationally, we will seek to form partnerships with other selective universities to offer a joint programme of sustained activity to raise attainment that will be recognised by all partners at the point of admission as adding academic value to a candidate‟s application. We will increase the scope of our activity by working collaboratively with selected third sector organisations. The University has successfully negotiated a partnership Working with the 6 Widening participation universities of Cardiff, Oxford, Reading and Southampton, Bath continues to lead the recently formed UNet (Universities Network) which aims to improve access to selective universities. Through collaborative outreach UNet encourages post-16 students to consider higher education opportunities at leading universities in higher educationthe region, supporting them in making an informed decision about the degree which is most appropriate for them. A Commentary Students have the opportunity to participate in activities organised by the Teaching partner universities and Learning Research Programme, TLRP, 2008 xxx.xxxx.xxx/xxx/xxxxxxxxx/XXxxxx.xxx benefit 7 What more can be done to widen access to highly selective universities?, Xxx Xxxxxx Xxxxxx, 2010 xxx.xxxx.xxx.xx/xx-xxxxxxx/xxxxxxx/0000/00/Xxx-Xxxxxx-Xxxxxx-Fair-Access-report-web-version.pdf Villiers Park Educational Trust from our jointly organised ‘Choices’ conference which provides in-depth information about our respective undergraduate offers. Students are encouraged to include UNet activities in their UCAS personal statements to provide further context to their applications. UNet’s development focus for 2016-17 will be professional development for university admissions teams and has made a significant investment for staff in its Swindon Scholars Programme. This programme supports schools and colleges in targeted areas of disadvantage where advising post-16 students about progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake an innovative enrichment programme, to which the University contributes master-class expertise as well as financial supporthigher education. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will be delivered continue in collaboration with Bath Spa University. The This initiative will focus focusses on supporting schools in raising attainment at GCSE in the English Baccalaureate core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2016-17 we intend to offer this programme to ten schools and estimate it will reach approximately 1000 students. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from three nine partner schools access to a wide range of courses and enrichment activitiesactivities including On Track to Bath and our enhanced IAG offer for target groups. We will work with BET to provide additional support for Young Carers in partner schools to provide support and encourage progression to higher education. The University of Bath will continue collaborate with ten universities in the South West region to utilise fund, maintain, develop and embed promote the work of careers support websites managed by the Western Vocational Progression Consortium (WVPC) ): Lifepilot, engaging and explore ways of continuing to work as part of a consortium to offer progression advice to vocational and non-traditional learners into and through HE. The consortium is jointly responsible for the Lifepilot website (www.life- xxxxx.xx.xx) which offers IAG to adult supporting mature and part-time students (xxx.xxxx-xxxxx.xx.xx) and Career Pilot Careerpilot, providing pathway and progression information for 13-19 year olds (xxx.xxxxxxxxxxx.xxx.xx) which focuses on education ). Partners will support the development of the websites; develop further strategies to embed the websites into outreach and careers advice IAG activities; set and monitor milestones for younger learners. HEIs inclusion in the South West are committed OFFA monitoring report; maintain the ‘parents zone’ developed as part of the National Network for Collaborative Outreach (NNCO) initiative; and explore funding opportunities for the development of additional resources to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful support schools in providing IAG about progression to HE. A Through the WVPC, and the associated activities of the Western Access Progression Agreement, the universities of Bath, Bath Spa, Bristol and University of West of England will work together to increase progression to higher education of mature students in the Bath/Bristol area. Building on a collaborative research project planned for 2014-15 to explore the barriers to participation, universities will identify practical strategies to encourage adults to return to study. The University is lead partner for the Western Outreach Network (WON), one of the HEFCE funded NNCOs. In terms of sustainability into 2016-17 the WON will evaluate the effectiveness of its activities considering schools’ and colleges’ level of engagement with outreach activities; impact on aspiration to progress to university; effect on relationships with schools, colleges and the local community; and resource benefits of collaboration. This local evaluation will inform decisions regarding the continued operation of the Network after 2015-16. It is possible that WON partners will use a subscription model to maintain the website and would be open to sustaining the co-operative organisational structure ordinator’s post if impact evaluations are positive and funding conditions continue to be favourable for collaboration. The University of Bath has been agreedan active supporter of the Higher Education Liaison Officers’ Association (HELOA), with individual universities leading on key areasthe professional body which supports initiatives and training for UK outreach and access staff in higher education. As In recent years, Bath has provided two members of the lead institution for the HEIs in the National Executive Committee (UK Chair, South West Disability Strand we England Group Chair) as well as supporting the national conference through running training sessions. We are keen to continue supporting HELOA, particularly as an engine for developing UK-wide initiatives on providing information and guidance to prospective applicants, their parents and guidance advisers. We continue to increase the scope of our activity by working collaboratively with selected third sector organisations where this is productive in enabling us to reach our targets. We work in partnership with In2scienceUK, a non-profit organisation aiming to increase the numbers of able but disadvantaged students taking science degrees at selective universities. Gifted A Level students from low-income backgrounds benefit from a laboratory placement in a leading university giving students first-hand experience of research science. In 2014-15 the universities of Bath, Bristol and Exeter agreed to jointly sponsor the establishment of an IntoUniversity centre in South Bristol. The universities will work in partnership with IntoUniversity to provide academic support, mentoring, subject enhancement and ongoing contact with university staff and students to support the progression of children from deprived areas into higher education. We will continue to cosupport the Centre in 2016-ordinate 17 financially and through joint activities. The University has also been active in supporting IntoUniversity’s consultation on improving progression from coastal and rural areas into higher education. Student success and retention The University has a programme strong retention record, however, it has been shown that students from under-represented groups backgrounds, for example mature students, those without a cultural tradition of awarenesshigher education study and those with vocational qualifications, describe the transition into HE as complex and difficult. Conversion and transition of under- represented groups and of others with specific needs will be a strategic priority for our Education Strategy Boards, working across academic and professional service boundaries to focus on the student experience, enabling them to draw on support to overcome the difficulties they perceive in the HE context. We will proactively work with students from under- represented groups, helping them to identify and meet their academic learning, personal development and employment-raising activities related goals, as well as ensuring they understand how to access and benefit from the full range of support and facilities available at the University. The University’s Student Services continues to extend to all students from under-represented groups a proactive offer of support throughout their student experience. Our success in recruiting and retaining students with disabilities along with more effective promotion of support systems has led to a substantial increase in the numbers of students accessing our services. In response to this we are strengthening our student support provision in this area, aiming to maintain and enhance services for students with disabilities, increase access to student Health and Wellbeing services and respond positively to the planned changes in Disabled Students’ Allowance, with resource allocated to off-set the withdrawal of DSA funding in 2016-17. The University has also allocated significant contingency resources to offset the likely cessation of HEFCE Student Success Funding in 2016-17. Consultations with staff and students in schools and colleges. Initial Teacher Training We plan to offer a number of outreach activities designed to increase participation in Initial Teacher Training (ITT) of have clearly shown the need for additional learning support for those from social classes 4under-7represented groups. In 2014-15 we restructured our provision for academic and study skill support, creating a new Academic Skills Centre to provide a comprehensive and inclusive offer that will support the needs of a diverse student body. As part of our Education Strategy the Learning and Teaching Enhancement Office has been leading a major initiative on the Inclusive Curriculum with specific targets for increasing student satisfaction from a black or minority ethnic backgroundgroups traditionally under-represented at the University. Peer-assisted learning (PAL) and peer mentoring (PM) have been established through the Students’ Union, and of men applying for middle years courses. These will be developed in collaboration close partnership with our partners academic departments. Both PAL and PM are regarded as playing an important role in helping students’ social and academic integration into university. According to Xxxxx (2006)8 students will withdraw from HE if they are not successfully integrated, both socially and academically. Research at Stirling University has found that students who participate in PM schemes show lower levels of transitional stress than those who do not: “Those within the Positive Action Training Hub (PATH) consortium peer mentoring university were three times less likely to think of ITT providers dropping out of university, were coping better with the transition to university and were better adapted to university life: an important predictor in the South West. These will be centred on „Careers in Teaching‟ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim intention to attract: career change adults and University of Bath undergraduates who are: first in family (FIF) to take an undergraduate degree; from NS-SEC classes 4 – 7; from a black and minority ethnic background; and male applicants for middle years English and Science pathwaysleave”9.

Collaborative Work. The University already has extensive experience of working with, and leading, significant regional collaborative networks. Bath will maintain key aspects of this approach whilst ensuring that those participating in its outreach and access initiatives are more clearly identified as having the potential to benefit from the HE provision that we, and other highly selective higher education institutions Higher Education Institutions (HEIs), offer. In the medium-term, outreach activity will be focused on collaborative work with other universities: the GW4 Cardiff, Bristol, Exeter, Bristol and Oxford. The University has developed a very positive partnership with the Universities of Bristol and Exeter with regard to summer school provision. A decision was made at an early stage for all three institutions to commit to joint summer schools for 2012, ensuring no gap between Aimhigher and subsequent delivery models. Promotion of the opportunities at the three institutions has been is collaborative, with joint marketing materials sent to schools and colleges across the South West. Further collaborative elements including include summer school ‘reunions’ and mutual campus visits will be explored for future yearsvisits. Plans are also being developed for a collaborative approach to supporting teachers and advisers providing including a joint conference for advisers and development of resources and activities to provide information, advice and guidance (IAG) to young people with the potential to progress to selective universities. Bath has also had very productive discussions continues its collaborative activities with the University of Oxford on future collaboration such as providing visit opportunities for students participating in the Oxford Young Ambassador XxxxxxOxford, with reciprocal visits to Oxford for participants on our pre-16 outreach programme. programme and visits to Bath is hosting a visit from Oxford's UNIQ summer school participants to campus in the summer of 2012for Oxford ‘Young Ambassadors’. As plans evolve for Bath, Bristol, and Exeter summer schoolsincreased collaboration, opportunities will be developed for able learners from the South West to experience the Oxford learning environment. NationallyIn 2013-14 we intend to launch a new partnership with the universities of Oxford, we Reading, Southampton and Cardiff. Under the working title of Universities Outreach Programme, this collaborative partnership will seek offer students who currently participate in sustained outreach activity in a partner university, opportunities to form partnerships with benefit from other selective universities to offer activities run within partner institutions. Students will also participate in a joint programme of sustained activity admissions conference. Admissions staff in partner universities will recognise UOP partnership activity, and may use this information to raise attainment that will be recognised by all partners at provide further context to the point of admission as adding academic value application. This partnership aims to a candidate‟s applicationencourage students to consider higher education courses beyond their local area, and to make informed decisions about the university course which is most appropriate for them. We will increase the scope of our activity by working collaboratively with selected third sector organisations. The For example, the University has successfully negotiated a works in partnership with the 6 Widening participation in higher education. A Commentary by the Teaching and Learning Research Programme, TLRP, 2008 xxx.xxxx.xxx/xxx/xxxxxxxxx/XXxxxx.xxx 7 What more can be done to widen access to highly selective universities?, Xxx Xxxxxx Xxxxxx, 2010 xxx.xxxx.xxx.xx/xx-xxxxxxx/xxxxxxx/0000/00/Xxx-Xxxxxx-Xxxxxx-Fair-Access-report-web-version.pdf Villiers Park Educational Trust and has made a significant investment in its Swindon Scholars Programme. This programme supports schools and colleges in targeted areas of disadvantage where progression to HE is significantly below the national average. Participation is tightly targeted both in terms of the background characteristics of the learners and their ability. Students undertake an innovative enrichment programme, to which the University contributes master-class expertise as well as financial support. A targeted programme of aspiration and attainment-raising activity for pre-16 students in selected Bath and North East Somerset schools will be delivered continue in collaboration with Bath Spa University. The This initiative will focus focusses on supporting schools in raising attainment at GCSE in the English Baccalaureate core subjects of Mathematics, Science, English, Modern Foreign Languages, History and Geography, drawing on the complementary subject specialisms of the two universities. In 2014-15 we intend to offer this programme to seven schools and estimate it will reach approximately 800 students. Building on the established core GCSE subjects tutoring initiative in targeted B&NES schools, we intend to extend our partnership working with Bath Spa University in 2014-15. We will collaborate on a fully evaluated awareness and aspiration-raising outreach programme to the main primary schools that feed into the seven B&NES schools in our pre- 16 programme. We continue our commitment to the Bath Education Trust which was formed with Bath Spa University, the City of Bath College and Rotork, an industrial partner, to offer school students from three partner schools access to a wide range of courses and enrichment activitiesactivities including access to ‘On Track to Bath’ and our enhanced IAG offer for target groups. The University of Bath will continue collaborate with eight other universities in the South West region to utilise fund, maintain and embed develop the work of careers support websites Lifepilot (xxx.xxxx-xxxxx.xx.xx) and Career Pilot (xxx.xxxxxxxxxxx.xxx.xx) managed by the Western Vocational Progression Consortium (WVPC) ), chaired by the University of Bath. Partners will support the development of the websites through an IAG Steering Group; design impact measures to gauge the effect on applications to SW Universities; develop strategies to embed the websites into outreach activities and explore ways of continuing to work as part of a consortium to offer progression advice to vocational and non-traditional learners into and through HE. The consortium is jointly responsible funding opportunities for the Lifepilot website (www.life- xxxxx.xx.xx) which offers development of additional resources to support schools in providing IAG about progression to adult and part-time students and Career Pilot (xxx.xxxxxxxxxxx.xxx.xx) which focuses on education and careers advice for younger learnersHE. HEIs in the South West are committed to continuing and strengthening their collaborative WP partnerships to ensure that young people and adults across the region have access to activities that promote successful progression to HE. A co-operative organisational structure has been agreed, with individual universities leading on key areas. As the joint lead institution for the HEIs in the South West Disability Strand we will continue to co-ordinate a programme of awareness-raising activities for staff and students in schools and colleges. Initial Teacher Training We plan to offer a number of outreach activities designed to increase participation in Initial Teacher Training (ITT) of those from social classes 4-7, from a black or minority ethnic background, and of men applying for middle years courses. These will be developed in collaboration with our partners in the Positive Action Training Hub (PATH) consortium of ITT providers in the South West. These will be centred on „‘Careers in Teaching‟ Teaching’ information workshops over a period of three years. A minimum of six workshops will be funded and organised by the University of Bath. Using a combination of on-campus and off-campus locations in specific geographical areas we will aim to attract: career change adults and University of Bath undergraduates who are: first in family (FIF) to take an undergraduate degree; from NS-SEC classes 4 – 4-7; from a black and minority ethnic background; and male applicants for middle years English and Science pathways.