Fair Access. The Strategic Board of the Teaching School Alliance is committed to providing all partner organisations and individuals involved in any aspect of the TSA’s work, including Initial Teacher Training (ITT), Professional Learning (PL) and Professional Support (PS), with fair and open access to any event or activity. Access to events and activities as well the names of those involved will be recorded, monitored and evaluated regularly.
Fair Access. Fair Access To ensure that our selection and bursary policies and activities are transparent and open, and enable fair access for people of all ages and from all social groups.
Fair Access. (a) The University’s Fair Admission Policy has 6 underpinning elements:
Fair Access. The University attracts a high number of mature learners, however, the decline in numbers of part- time mature learners across the sector is a concern and we will therefore strengthen our current work with mature and part-time learners through a programme of bitesize taster courses, informed by academic and employer input. These sessions will be designed to break down barriers, upskill and develop confidence and provide information, advice and guidance to these students, with a further goal to tackle inequality where it exists in particular subject areas. The programme will be delivered in the community, removing perceived barriers to participation. In 2014, the University developed and introduced a foundation entry year option for all undergraduate courses offered on campus, to enable access to HE for students with non-traditional qualifications and support their transition into the university environment. The foundation entry years have proved popular and will continue for 2018-19, providing opportunities to students who would otherwise struggle to gain the necessary entry qualifications to engage with higher education. Social media and call centre activities are designed to engage students with the University prior to their entry. They provide a forum for prospective students to ask questions and discuss concerns with existing students and their peers in an informal and supportive environment. Supported by student mentors and peer-to-peer mentors, these activities include welcome contacts and follow up to ensure that students’ journeys into higher education are as smooth as possible. These help provide reassurance and advice to students from low participation areas or with low levels of family experience in higher education. The social media activities are also arrange in subject groups, so that students can start to create learning networks and communities of practice prior to entry to their course, and have been demonstrated to be very effective in helping students progress and maximise attainment while at university and in achievement of their career goals. Under-represented groups – targeted support Care Leavers In the absence of parents or families to provide role models and support them financially, Care Leavers may require additional support to enable them to succeed on their course and overcome any barriers they may face. The targeted support package for students who are Leavers from Care, which was introduced in September 2014, is continuing wi...
Fair Access. Continually review our selection process to ensure fairness and equality of opportunity (see para 5(ii)). Given current intakes we expect 42% of scholarship income to be allocated to students in receipt of a Government bursary and a further 4.3% to students from ethnic minorities who do not fall into this category and a further 4.5% to students with disabilities who do not receive other support. The total allocation to target students will therefore be approx £1.0m in 2006/7, rising to approx £2.8m in 2008/9 We will review this allocation annually.
Fair Access. 2.3.1 The School is committed to offering affordable quality education, on equitable principles, to a diverse range of national, European Union and international students with the following aims: To provide fair access to our courses and our research, to encourage participation from all. To market our courses to emphasise the access and diversity priorities of the School. To commit to maximise student success, both in academic terms and in personal development. To tailor our provision to the learning strengths and needs of students so that they are given every opportunity to attain their full potential. To promote partnerships and networks with schools, colleges, partner institutions and employers. To offer education at fair prices to students whether full-time or part-time, at home or abroad. To develop specialist skills that enables all of our students to engage in rewarding careers. To attract a wide range of students through our offering of high quality, demand-led courses. To engage in research and scholarship to both inform the osteopathic profession and to further the delivery of evidence informed education. To xxxxxx a strong, independent Students’ Union. To produce proud alumni, with useful lifelong skills, thereby furthering the School’s reputation.
Fair Access. Use of contextual data in admissions We currently invite a high proportion of applicants to audition/interview. We make admissions tutors aware of contextual data during the auditioning/interview process to enable admissions tutors to add context to their decision-making process on an individual basis. In terms of performance at audition/interview, the data may also help us recognise that an applicant may have had fewer opportunities to gain experience in the subject they wish to study here, so will add the context of informing the applicant’s potential to benefit from the course. This data may therefore be used to inform borderline decisions and may lead in some cases to offers being made that request a lower level of UCAS tariff points at Level 3 qualifications. It is anticipated that there will be some extra time required in training staff and administering this process. Therefore, this cost is included in this access agreement. Audition fee waivers and travel grants We hold between 50 and 60 audition/interview events per year on our own premises. In 2011-12, 2012-13, 2013-14 we offered audition fee waivers and travel grants to applicants invited to audition/interview, who we identified as being from POLAR2 Q1 (this was based on postcode data on the applicants’ UCAS form). In 2014-15 we offered audition fee waivers and travel grants to applicants invited to audition /interview, who we identifed as being from POLAR3 Q1 (this was based on postcode data on the applicants’ UCAS form). Audition fee waivers and travel grants for applicants from low participation neighbourhoods were introduced to ensure that the costs would not be the barrier to these students attending the audition/interview events. Originally, we set an arbitrary target of 75% attendance from POLAR2 Q1 students at auditions and interviews, however it is around 50% that are attending each year. Consequently we believe that it is important to continue to offer the audition fee waivers and travel grants as we are concerned that if we didn’t then our attendance rate would drop even more. As the attendance is much lower than we would like, in 2014-15 we will undertake research amongst decliners to try to determine if there are any other steps we might be able to take to encourage higher attendance levels. Therefore subject to the results of our evaluation, we intend to continue to offer the audition fee waivers and travel grants during 2016-17, for 2017 entry. The cost of the staff time for manag...
Fair Access. What have we done? The College is committed to ensure provision is delivered efficiently, is accessible, addresses barriers for all students and meets national, regional, and national employer needs. The College has planned its curriculum to enable access and progression within the SCQF framework. Impacts of the pandemic have been particularly challenging in relation to widening access for disadvantaged learners. Digital poverty has been a key issue to consider with the immediate response focused on digital devices. The College procured devices to enable staff and students to work fully online from home during the pandemic. Devices included laptops/tablets/MiFi and other ad hoc items such as mouse/keyboard. Working with SFC and business we have so far issued 231 devices with another 100 due for issue. Given the rurality of the region there is often a reliance on public transport. We have worked with our transport suppliers to ensure transport is available for all students coming to college without charge, particularly important through the Covid19 pandemic when sharing of cars for example is to be avoided. Support and Academic staff continue to work closely and have a range of measures in place to identify students at risk of leaving. Student Adviser and Educational Support Workers are assigned curriculum teams and work alongside academic staff to monitor progress through professional discussions and digital systems. At application stage, or before, students are encouraged to alert us to any additional need such as a learning need or if they are care-experienced or a carer. (EP no. 5). They are invited to discuss this with advisers to see how the college can offer support. If it is an academic need, a needs assessment is carried out. Returning students have their needs assessment altered as appropriate after a further, less rigorous assessment. The needs assessment is a fluid document and, because of PLSP meetings with educational support workers, recommendations can be altered as student needs change. Students who have caring responsibilities can now access a monthly surgery held by the Carers Trust in the college. This can help with funding and support. We are making young carers aware of a new Carers’ grant which is being launched whereby young carers can claim £300 per year. Project Search is an initiative to introduce and include young people in the working world. A number of Project Search students have progressed from supported programmes and contin...
