Opening Doors: Understanding and Overcoming The

Home , Anthony Finkelstein, Collegiate university, Oxbridge, Wendy Piatt

Part one: The root causes of under-representation

Opening doors Understanding and overcoming the barriers to university access Acknowledgements

The Director General of the Russell Group, Dr Wendy Piatt, would like to thank Thomas Murphy, Elizabeth Woodfield, Nick Ratcliffe, Dr Tim Bradshaw and Fiona Macleod at the Russell Group for their work on this publication. The Russell Group would also like to thank:

Dan Abramson Kathleen Hood King’s College London University of Edinburgh Mathematics School Richard Kemp Dr Annalisa Alexander University of Leeds Imperial College London Dr Samina Khan Lucy Backhurst University of Oxford Newcastle University Stephanie Lee Professor Trevor Bailey University of Manchester University of Exeter Tom Levinson Louise Banahene University of Cambridge University of Leeds Rachel Lister Paul Blagburn University of Cambridge University of Warwick Melissa Mead Julie Bond University of Oxford University of Liverpool Robyn Pearce-Jones Anne-Marie Canning University of Oxford King’s College London Zoe Pither Laura Cattell University of Bristol University of Liverpool Tara Prayag Lucy Collins University of Oxford University of Bristol Emma Reay Dr Sally Curtis Newcastle University University of Southampton Gail Rothnie Dr Will Curtis University of Birmingham University of Warwick Anne Setright Professor Sir David Eastwood Queen Mary University of London University of Birmingham Jo Sharp Professor Anthony Finkelstein University of Liverpool University College London James Slattery Alison Gregory University of Oxford University of Manchester Dr Penelope Griffin University of Nottingham

2 Contents

Foreword 4

Executive summary 6

1 Attainment gaps 12

2 Reasons behind 18 attainment gaps

3 Making informed choices 24

4 Problems of poor advice 32 and misconceptions

Concluding remarks 38

References 40

Russell Group universities 42

Opening doors: understanding and overcoming the barriers to university access 3 Ensuring our doors are wide open to able students from all backgrounds really matters to us. That’s why Russell Group universities are investing a huge amount of time, effort and resources and developing pioneering schemes to help close the access gap. And real progress has been made over the last few years: for example, in 2013 students eligible for free school meals (FSM) were 39% more likely to win places at leading universities than they were in 2011 1. The proportion of students from state schools and colleges increased from 68.3% to 75%

Foreword between 1997 and 2013.

But precisely because broadening Low attainment at school is the access matters so much to Russell key reason why too few students Group universities, we are far from from disadvantaged backgrounds complacent or content with progress apply to a leading university. The to date. There is still much further problem is stubbornly linked to social to go in solving the problem of the class and parental education. But under-representation from poorer while attainment is a big piece of backgrounds in higher education. the puzzle, choice of subject and qualification are also important. It will The root causes of the problem take time, commitment and sustained are many and complex. They are action to raise pupils’ aspirations, founded in a child’s earliest years increase attainment and improve and compounded at each stage of the advice and guidance offered. a young person’s life. Indeed, there Progress is being made, as the box is evidence to show educational to the right shows, but this is an disadvantage starts, not with the entrenched problem for which UCAS form, but in the cradle. there is no quick fix. The aim of this two-part report is to While we can’t solve deep-rooted explore the root causes of the under- problems in society, universities representation of students from undoubtedly have an important disadvantaged backgrounds at our role to play. That’s why the second universities, and to show what Russell section of this report looks at some Group universities are doing to help. successful examples of how Russell In this first section we set out Group universities are working with the barriers that are preventing schools and colleges to help raise these pupils from going to leading attainment, aspirations, and improve universities. information, advice and guidance.

4 Huge investment and progress has been made… £234million In 2015-16, the 20 Russell Group universities in England alone will be investing £234 million in scholarships, fee waivers, bursaries and outreach activities aimed at the most disadvantaged – with additional investments being made across the Devolved Administrations. 3/4 2.7x We want every student with In 2012-13 three quarters of Looking across all the qualifications, potential and young full time first-degree universities, application rates determination to succeed at entrants at Russell Group from disadvantaged groups a Russell Group university to universities were from state in England are at record have the opportunity to do so, schools and colleges. This levels. In 2004, demand from whatever their background. figure has increased from 18 year olds in advantaged 68.3% in 1997, when these areas was 4.3 times greater Having access to leading figures were first collected.2 than in disadvantaged areas. universities is important for This had fallen to 2.7 times young people, because they greater in 2013.3 deserve every opportunity to succeed in life. It is important for our universities, because we want the best possible students. And it is important for our society, because we want to make the most of 1in5 39% our young talent. Around one in five first- Students eligible for free degree entrants at Russell school meals (FSM) are more Group universities in 2012- likely than ever to attend 13 were from lower socio- highly-selective institutions. economic groups. In 2013 FSM-eligible pupils Dr Wendy Piatt were 39% more likely to enter Director General & Chief Executive, high tariff institutions than Russell Group they were in 2011. Professor Sir David Eastwood Chair, Russell Group

Opening doors: understanding and overcoming the barriers to university access 5 Executive summary

6 This report explores the root causes of formal education already score Summary of of the under-representation of substantially lower in development Part one: students from poorer backgrounds tests than their peers. at leading universities, and shows These gaps continue to widen, with The root causes that these causes are varied, children from homes of higher socio- complex, and interlinked. of under- economic status having double representation Low attainment at school is a the vocabulary of their low-status key reason why too few students counterparts by the age of three. from disadvantaged backgrounds Research suggests that infants apply to leading universities. The from low socio-economic attainment gap starts early and backgrounds who achieved widens as the student progresses promising early test scores are through their school years. It less likely to continue along this continues to A-level, the point trajectory, on average being at which a young person usually overtaken in cognitive performance applies to university. by their better-off peers. The attainment gap is affected by Pre-school numerous factors including parental education, school type and ethnicity. Involvement in pre-school is key: There is still much more to be done having attended any pre-school is to address these deeper issues, and a positive predictor of total GCSE universities cannot hope to solve scores at age 16, of more full this alone. GCSE entries, of better grades in English and maths and of a higher Subject and qualification choice is probability of achieving 5 A*-C important too. Yet, even with good GCSEs including English and maths. grades in the right subjects for the degree course, disadvantaged However, the most vulnerable students are less likely to apply families and those at the most risk to top universities. Poor advice of poverty are the least likely to take and sometimes poor quality of up their entitlement to free early applications are adding to the learning and childcare places. problem. Primary school On top of this, there has been much The primary school attainment gap misinformation about the effect of is only now beginning to close. graduate contributions in England But there is still a significant gap on access, which threatens to create between the test results of 11-year- barriers where none should exist. olds eligible for Free School Meals The attainment gap starts (FSM) compared to all other pupils. early and is stubbornly Test results for more than half a linked to social class and million 11-year-olds (Key Stage 2) parental education show 74% of pupils receiving Free Early years School Meals (FSM) achieved the expected level (level 4) or above Inadequate stimulation or barriers in maths compared to 87% of all to opportunities for productive other pupils. learning can lead to sizeable and persistent gaps in attainment. At Secondary school 18 months, children of parents with What is really disappointing is that lower incomes and lower levels inequalities continue to widen

Opening doors: understanding and overcoming the barriers to university access 7 in secondary school, so that the School type Summary of two thirds of FSM pupils who beat Despite huge efforts across the the odds to be in the top fifth of Part one: education sector, there is still an performers at age 11, are not among attainment gap between state and continued… the top fifth of performers by the independent schools. time they reach GCSE; then half of these do not go on to university. In 2013/14, 28.4% of students in independent schools achieved three High-achieving students from the A*-A grades at A-level compared most deprived families perform with 10% at state funded schools, worse than lower-achieving students 8.4% at sixth-form colleges, and from the least deprived families by 4.3% at other Further Education Key Stage 4. Conversely, lower- (FE) sector colleges. achieving affluent children ‘catch up’ with higher-achieving deprived With this gap in attainment by school children between Key Stage 2 and 4. type as context, we are able to That some of our brightest students understand the reasons behind the do not achieve their full potential at over-representation of students from GCSE level has an impact on their independent schools compared to subsequent achievement at A-level those from state schools at selective and therefore entry to university. universities. There is also strong evidence that Within the diverse state sector there even among those with similar is a marked and stubborn attainment attainment up to age 16, new gap between selective and non- gaps can still emerge during the selective schools. Selective state transition to advanced level. Young school students are more than twice people from low-income groups as likely to achieve grades AAB or who achieve five or more GCSEs at better at A-level than comprehensive grades A*-C are less likely to get the school pupils. equivalent of two or more A-levels Ethnicity than their better-off counterparts with the same grades at GCSE. Attainment continues to vary widely by ethnicity. At A-level the There are many complex gap between those achieving the and interlinked reasons highest grades from different ethnic behind the persistent backgrounds is substantial. inequality in attainment between students The consequence is a much smaller pool of highly-qualified students Teaching quality from certain ethnic backgrounds There is a strong relationship from which selective universities between quality of teaching and can recruit, and there is evidence the attainment levels achieved by to suggest that minority ethnic students. Expectations also matter: students apply in much greater in the best performing schools, there proportions to certain courses – is a culture of teachers expecting the which also tend to be the most best from every child, regardless of over-subscribed. their background. But some teachers Putting attainment into context and some schools fall short of adopting such a culture. Grades are an excellent and reliable indicator of a student’s academic ability and overwhelmingly, evidence

8 suggests prior attainment is the best guidance (IAG) throughout state predictor of degree success. schools, but there is widespread concern that poor advice may be But grades are not the only contributing to the low progression source of information used in the rates in many comprehensive schools admissions process at Russell Group and further education colleges. universities. Other factors are taken into account in determining ability Some teachers harbour and potential, including personal misconceptions about Russell statements, teacher references and Group universities, reporting contextual information. that they would not encourage Making informed choices disadvantaged pupils to apply to Russell Group institutions, and Subject choice, especially at some are uncomfortable talking advanced level, can have a large to students about the differences impact on which degree courses will between universities. be open to students when it comes Graduate contributions to to applying to a competitive course. higher education need to be Some students are still not getting explained better the right advice and guidance on the Participation in higher education subjects, or qualifications, to study – continues to rise among young resulting in many good students not applicants, including those from gaining the qualifications they need disadvantaged backgrounds. for their choice of course. But it is also clear that there is still Awareness of the importance of much misinformation about graduate subject choice is higher than it was, contributions. It is essential that but there is more to be done in potential students know that going some schools. to a good university is a sound Problems of poor advice investment, with no up-front fees, and misconceptions repayments only when they are Disadvantaged students are less affordable and generous help with likely to apply to leading universities living costs. Money worries should not stop anyone from applying to a State school students are much less Russell Group university. likely to apply to leading universities than students at independent Conclusion schools with equally good grades. It will take time, commitment and Addressing this complex issue sustained action to raise pupils’ requires input from many different aspirations, increase attainment and stakeholders, including schools, improve the advice and guidance parents and universities. offered. Progress is being made, but There is also evidence to suggest this is an entrenched problem for that students from state schools which there is no quick fix. apply disproportionately to the most While we can’t solve deep-rooted competitive degree courses. problems in society, universities Better quality information, advice can and do play an important role and guidance is needed in helping to tackle the under- representation of students from There are many good examples of disadvantaged backgrounds. effective information, advice and

Opening doors: understanding and overcoming the barriers to university access 9 Russell Group universities have thousands of young people and Summary of been investing an increasing teachers in the UK. Part two: amount of time, effort and resources Information, advice to help more students from and guidance How Russell Group under-represented groups apply universities are successfully to our universities. We The quality of information, advice have developed a wide range of and guidance given to students working to help programmes and initiatives to help ahead of their application to solve the problem tackle some of the many underlying university varies significantly barriers to access. between schools and colleges. of under- Russell Group universities know In part two of this report we present that lack of relevant information – representation some of the many successful or worse, misinformation – can examples of how Russell Group cloud the picture and create universities are working with ‘false barriers’ to access. schools and colleges to help raise attainment, aspirations, improve This is why the Russell Group and information, advice and guidance its member universities invest and support students. significant time and resources in developing and delivering high Individual universities face different quality information, advice and challenges, and tailor their approach guidance initiatives. to admissions, access and widening participation accordingly. So the Raising aspirations Russell Group solutions are Raising aspirations and increasing diverse – there is no ‘one size awareness of higher education fits all’ approach. from an early age is key to ensuring Universities in the UK are sometimes talented students know that a place urged to emulate the access at a Russell Group university is well and admissions practices of elite within their grasp. institutions in the United States. Choosing the right subjects However, it is important to be cautious when drawing comparisons It is really important for all young between the higher education people – especially those whose systems in the USA and the UK. parents didn’t go to university – to Importing US approaches would not have clear information about how be the best solution to the challenges the subjects they choose to study that UK universities face. can affect their options at university and their chances in life. Raising attainment Russell Group universities are Russell Group universities work working hard, individually and extensively with schools and together, to ensure that the link colleges of all types, across the between subject choice and future UK, to support teachers to identify opportunities is understood by and support the students with the students, teachers and parents alike, potential to develop academically but this is an on-going challenge. – and to raise the attainment of pupils, particularly those from Advice on applications disadvantaged backgrounds. Russell Group universities are keen Collectively, Russell Group to ensure that no barriers to access, universities’ students and staff have either real or perceived, exist in their an enormous reach, working with admissions processes.

10 Admissions staff and tutors are right qualifications from applying skilled at using a wide range of to a Russell Group university. methods to seek out high quality Generous bursaries and candidates and in particular to scholarships enable our leading £234m identify where, because of personal universities to attract talented In 2015-16, the 20 Russell Group circumstances, an individual’s students, from a wide range of universities in England alone grades might not fully reflect different backgrounds. Bursaries will be investing £234 million their potential. in scholarships, fee waivers, help to overcome some barriers bursaries and outreach activities The personal statement, teacher caused by a lack of information aimed at the most disadvantaged references and predicted grades and preconceptions. They help – with additional investments can provide valuable additional encourage students to apply for a being made across the Devolved insights. Some universities also use course and institution best suited to Administrations. interviews and extra tests to ensure their abilities and that will maximise that pupils with real potential can their life chances. They also play a be identified from among a field of role in helping students with limited highly qualified candidates, who funds to get the most out of the may all look outstanding on paper. university experience for example by Alternative routes to enabling them to buy the right books Russell Group universities and equipment, join in on social events and reduce the need to Not all students enter Russell Group find paid work. universities through a ‘traditional’ However, student support is not route. Russell Group universities just financial. Peer support and have developed a number of routes on-course mentoring provided at for students who wish to apply to our institutions keep students from a course, but who may not fulfil the under-represented groups on track ‘typical’ A-level entry criteria due to during the first year of their course. the challenging circumstance they faced in their lives. Conclusion One example is offering extended The examples we highlight in degree programmes taken over part two of this report only scratch a longer period than standard the surface. There is a much degrees, allowing students more wider range of work going on at time to develop knowledge and Russell Group universities to raise confidence. Foundation degrees attainment, improve information, allow students without traditional advice and guidance, and support qualifications to be taught in a students than we could ever hope further education college, before to capture in a short publication. making the transition to studying We are committed to opening doors at undergraduate level. to students from disadvantaged Student support backgrounds. We want every student with the qualifications, There has been much potential and determination misinformation about the effect to succeed at a Russell Group of fees in England on access. university to have the opportunity to With no up-front fees, repayments do so, whatever their background. only when they are affordable and generous help with living costs available, money worries shouldn’t stop anyone with the

Opening doors: understanding and overcoming the barriers to university access 11 1 Attainment gaps

12 The attainment gap starts early, and is stubbornly linked to social class and parental education

If we are to dismantle the barriers There is a body of compelling likely on average to continue along to university access, it is vital to evidence which demonstrates just this trajectory, tending to fall back understand and address the root how early the problem begins. In relative to their better-off peers. causes. Without a doubt, the key 2009, the then Department for While it may be difficult to assess the reason why too few students from Children, Schools and Families ability of infants in controlled tests disadvantaged backgrounds apply described the relationship between reliably8, the results of this research to leading universities is their lower deprivation and educational are still striking. attainment at school. Attainment is attainment as: “substantial and 5 influenced by various factors over pervasive.” It is also by no means a The graph below illustrates 6 a person’s lifetime, but especially problem which is isolated to the UK. the effect: on average, high- in the early years. Even from a very early age, children scoring poorer children will be Educational disadvantage starts from disadvantaged backgrounds ‘overtaken’ by lower scoring long before school. It begins with have poorer cognitive skills than better-off children before they a mother’s health at pregnancy. At their more advantaged peers. enter secondary school. this vital time, health inequalities Feinstein’s (2003) research7 suggests such as smoking, poor diet and that while not all children from low depression can have a significant socio-economic backgrounds will and negative impact on a child’s have lower than average attainment, early development4, affecting infants from these backgrounds with educational progress later in life. promising early test scores are less

Attainment gap between children with varying ability and socioeconomic status (SES)7

100%

90%

80%

70% High ability, high SES 60% High ability, low SES 50% Low ability, high SES 40% Low ability, low SES 30% Attainment percentile Attainment

20%

10%

0% 22 42 62 82 102 122

Age (months)

Opening doors: understanding and overcoming the barriers to university access 13 The first few years of life lay down The importance of pre-school to strong or weak foundations for a later educational attainment is According to the Department child’s subsequent development. demonstrated by a 2014 study15 which for Education, the test results During their first year, infants’ showed that having attended any for more than half a million brains rapidly create pathways, or pre-school16 was a positive predictor 11-year-olds (key stage 2) show synapses. In a child’s second year of GCSE scores at age 16; more full 74% of pupils receiving Free of life these synapses begin to be GCSE entries; better grades in English School Meals (FSM) achieved ‘pruned’ – pathways that are used are & maths and a higher probability of the expected level (level 4) or strengthened, and those that aren’t achieving 5 A*-C GCSEs including above in maths compared to 19 are discarded.9 English & maths. 87% of all other pupils. Inadequate stimulation or barriers to opportunities for productive The effect of attending any learning can lead to sizeable and pre-school compared to none persistent gaps in attainment. At 18 is equivalent to achieving an months old, children of parents with additional seven grades at lower incomes and lower levels of GCSE. For example, this could formal education are already scoring mean the difference between substantially lower in development attaining seven GCSE grades at tests than their peers. These gaps B, compared to seven at grade C. continue to widen, with children from homes with higher socio-economic Students’ examination attainment status having double the vocabulary is also strongly influenced by the of their low-status counterparts by education level of their parents. When the age of three.10 taking account of other background Early learning is key to a child’s characteristics, students with highly development. Children who qualified parents have a much higher receive pre-school, or ‘early years’ attainment – equivalent to two education, enter school at a GCSE grades higher and four extra cognitive advantage, and the longer full GCSE exam entries.17 Indeed, children have been in pre-school, parents’ highest qualification level the greater the advantage. Children has been shown to be the strongest who began pre-school education net predictor of better attainment aged two were ahead of children in GCSE English and maths, and who began at three, and maintained of achieving the key benchmark that gain at school entry.11 indicator of five A*-C grade GCSEs including English and maths. However, evidence shows that the most vulnerable families and those It is clear that by the time a at the most risk of poverty are the disadvantaged child starts primary least likely to take up their entitlement school many factors will have to free early learning and childcare influenced their attainment. But while places.12 Students from less well-off the primary school gap in attainment backgrounds are less ‘school-ready’, is now beginning to close18, a and continue to slip behind their significant gap still persists between peers throughout primary school.13 the test results of 11-year-olds eligible for Free School Meals (FSM) and In Scotland, data from a longitudinal those of all other pupils. study14 showed that children from high-income households significantly outperform those from low-income households in vocabulary and problem solving at both ages three and five. By age five, the scores corresponded to a 13-month gap in vocabulary development.

14 The gap widens The attainment gap between FSM and throughout non-FSM pupils achieving five or more secondary school A*-C graded GCSEs (or equivalent) including English and maths has Worryingly, these inequalities continue narrowed by just one percentage to widen as pupils go through point between 2008/09 and 2012/13 secondary school: the two thirds of (see graph below).22 pupils on Free School Meals who beat the odds to reach the top fifth of The failure of our brightest students performers at age 11 are not among to achieve their full potential the top fifth of performers at GCSE, at GCSE level is likely to have and half do not go on to university. an impact on their subsequent achievement at A-level and entry Lower-achieving children from more to university as a student’s highest advantaged backgrounds catch up grades at GCSE are often a predictor with higher-achieving less well-off of the highest grades at A-level.23 children between Key Stages 2 and 4, and by Key Stage 4 (students In England, an attainment gap at aged 14-16), previously high GCSE, between students eligible for achievers from poorer backgrounds Free School Meals and those who have fallen behind.20 are not, exists across all regions. On average the gap is around 30 percentage points: so, for example In England in 2012, only 38% of 35.5% of FSM students in north- disadvantaged pupils achieved west England achieve five plus A*-C five good GCSEs, including grades at GCSE (including English English and Maths, or equivalent and maths), compared to 65% of qualifications, compared to 65% students who are not eligible for of other pupils.21 FSM. Compared to other regions, London appears to have been much more successful in closing this gap, with more than 51% of FSM pupils achieving the GCSE benchmark.24

Percentage gaining 5 or more A*-C grades (including English and Maths) at GCSE

50 26.7% attainment gap

30 Percentage (%) Percentage

10 Non-FSM

FSM 0 2008/09 2009/10 2010/11 2011/12 2012/13

Source: Department for Education statistics, GCSE and equivalent attainment by pupil characteristics in England 2012/13. Modelling: The Russell Group

Opening doors: understanding and overcoming the barriers to university access 15 In Wales, 21% of young people This shows that not only is the pool receiving FSM in 2011 achieved the of Free School Meal-eligible students equivalent of five or more higher- achieving the very best grades very grade GCSEs, including English (or small, but in 2010/11 non-FSM A-level Welsh) and mathematics compared students were more than twice as with 55% not receiving FSM.25 likely as their FSM-eligible peers to get the very best grades. There is also evidence that even among those with similar attainment up It is perhaps not surprising, looking to age 16, new gaps can still emerge at ‘snapshot’ destination data from during the transition to advanced level. the Department for Education28, Young people from low-income groups that we then see FSM students are who achieve five or more GCSEs at under-represented at Russell Group grades A*-C are less likely to get the universities: equivalent of two or more A-levels than their better-off counterparts with the Of the 13,540 Free School Meal 26 same grades at GCSE. pupils who went to a UK higher education institution, 1,240 (9%) went to Russell Group By the time students universities. reach advanced-level, the attainment gap is Of the 163,010 non-FSM pupils substantial. who went to a UK higher education institution, 33,970 At each stage of secondary (21%) went to Russell Group education, the pool of highly universities. qualified disadvantaged students from which highly selective universities can recruit shrinks. As shown by the graphic opposite, for non-FSM eligible pupils, of those 162,609 pupils who took three or more A-levels in 2010/11, 22,353 achieved three or more A*-A grades.

Fewer than 8,500 students eligible for Free School Meals took three A-levels. Of these students, only 546 achieved three or more A* or A grades.27

16 Attainment gap at advanced level between non-Free School Meal (FSM) pupils and FSM pupils

170

160

150

140

130

120

110

100 Number of non-FSM pupils achieving 3 or more A-levels at any grade: 90 162,609

70 Number of students (thousands) students of Number

Number of FSM pupils achieving 3 or more 20 A-levels at any grade: Number of non-FSM pupils achieving 3 or more A-levels at A*-A: 8,459 10 Number of FSM pupils 22,353 achieving 3 or more A-levels at A*-A: 0 Non-FSM FSM 546

Opening doors: understanding and overcoming the barriers to university access 17 2 Reasons behind attainment gaps

1818 School and teacher quality remains variable and this affects attainment too

The answer to why these inequalities In its state of the nation report32 persist lies in many contributing the Social Mobility and Child factors. This section examines Poverty Commission argued that just some of the factors that are disadvantaged students are not particularly significant, but it is by no getting their fair share of high quality means comprehensive. teachers. In the North East, fewer than a third of schools in the most There is a body of evidence to deprived areas had teaching rated suggest that social class influences as ‘good’ or ‘outstanding’ compared a parent’s choice of school for with 85% in the least deprived, and their child, and a school’s type and 77% in the most deprived areas of performance, in turn, is known to London. Highly qualified teachers influence a child’s attainment. For are unevenly spread across our example, research has found that schools. For example, research pupils eligible for Free School Meals by the Centre for Education and (FSM) attend ‘worse’ schools than Employment Research at the pupils living on the same street who University of Buckingham found are not FSM eligible.29 that in more than a quarter of state A reason for this may be found in a schools in England and Wales, one 2014 review of research literature30 in four or fewer of physics teachers which showed that middle class had studied the subject to any level parents tend to value school at university. In contrast, none of performance and peer group, the grammar schools, sixth-form whereas lower socio-economic status colleges or FE colleges, and only parents may look for accessibility, 7.8% of the up-to-18 independent friendliness of staff and support for schools were in this position.33 those of lower ability. This, according There is a strong relationship to the research, may lead lower between quality of teaching and socio-economic status groups to the attainment levels achieved by ‘select themselves out’ of high students. Expectations also matter. performing schools to avoid possible In the best performing schools, there rejection or failure. Middle class is a culture of teachers expecting parents, through their own personal the best from every child, regardless networks, also tend to have a better of their background. But some ‘know-how’ with regard to accessing teachers and some schools fall short information on school quality. of adopting such a culture.34 Making Quality of teaching is one of the progress towards raising attainment most reliable international indicators will require every teacher to have of a thriving and successful high expectations of all their pupils. education sector.31 Once at secondary school, a lack of high quality teachers can exacerbate existing social, economic and family reasons why a young person might not attain highly at school.

Opening doors: understanding and overcoming the barriers to university access 19 There is still a large Students from independent schools attainment gap by are approximately three times more school type likely to achieve three A*-A grades at A-level than students at state-funded Unfortunately, and despite huge schools. In 2013/14, 28.4% of students efforts across the secondary in independent schools achieved education sector, there is still an three A*-A grades at A-level. In state attainment gap between state and schools, 10% of students achieved independent schools. But while school three A*-A grades. The figure was type is often used as a proxy for social 8.4% at sixth-form colleges, and class, it is important to acknowledge 4.3% at other Further Education that this is an imperfect measure, likely (FE) sector colleges.36 to conceal the diversity of both state and private sector institutions. Within the state school sector, students in comprehensive schools In 2014 of all GCSE and IGCSE are significantly less likely than ABB exam entries from schools those at selective state schools to which are members of the achieve three A*-A grades at A-level. Independent Schools Council35: In 2012/13 just 8.1% of students in comprehensive schools achieved • 32.7% received the A* grade, three A*-A grades compared to BBC compared to the UK average 27.0% of students from selective Independent school students of 6.7% state schools. enter higher education with better A-level grades than • 60.6% were graded A* or A The graph below shows this those from state schools. The compared to the UK average attainment gap over time, clearly average A-level attainment of of 21.3% illustrating how independent school students from independent • 94.4% were graded A*-C students have, for a number of years, schools is ABB, whereas for compared to the UK average consistently outperformed those in those from other schools and 37 of 68.8% other types of schools. colleges it is BBC.

Percentage of candidates achieving 3 or more A grades (and A* from 2009/10) by school type from 1995/96 to 2013/14 (provisional), and attainment gap between comprehensive and independent school candidates

30 25 20.8% 20 attainment gap between independent and comprehensive schools Percentage (%) Percentage 15

Comprehensive 5 Selective 0 Independent

10/11 11/12 00/01 01/02 09/10 12/13 95/96 96/97 97/98 98/99 99/00 02/03 03/04 04/05 05/06 06/07 Sixth form college 13/14 (prov) 05/06 – 07/0807/08 – 08/09 Year Other FE sector colleges

20 Attainment continues to Again, these figures show that vary widely by ethnicity there is a smaller pool of highly- qualified students from certain ethnic Attainment also varies by ethnicity. In backgrounds from which selective 2012/13, pupils in England from White universities can recruit. backgrounds performed broadly in line with the national average at Russell Group universities work GCSE level, while Chinese pupils and in a range of ways to help raise Asian or mixed background pupils primary and secondary attainment continued to perform above the and support teaching. Some of national average. Pupils from a Black these are explored in the raising background had shown the most attainment case examples in improvement on previous years, part two of this report. but remain low-performing. At A-level the gap between those achieving the highest grades from different ethnic backgrounds is substantial. In 2011/12 only 3.5% of A-level (or other level 3 equivalent) students from Black backgrounds achieved three A*-A grades. This compares to 26.9% of Chinese students, 11.1% of Mixed Race students, 10.2% of White students, and 9.5% of Asian students.

In 2011/12, the following percentages of students from different ethnic backgrounds achieved three A*-A grades: 26.9% 11.1% 10.2% 9.5% 3.5%

Chinese Mixed/multiple White Asian Black

Opening doors: understanding and overcoming the barriers to university access 21 Putting attainment For many years Russell Group into context universities have made targeted use of ‘contextual information’ to help Prior attainment is key when it inform their admissions processes comes to assessing applications and access programmes. This from prospective students. Russell means that they draw on a range Group universities want all their of information, for example school students to succeed, and demanding performance, socio-economic or entry requirements help to ensure geographical data, or whether that a student is well prepared to get the student has spent time in the best out of and excel on their care, to help put the candidate’s chosen course. qualifications into the broader Grades are an excellent and reliable context in which they were achieved. indicator of a student’s academic However, Russell Group universities ability and overwhelmingly the do not use contextual information evidence suggests prior attainment is in a mechanistic or ‘blanket’ way, the best predictor of degree success. and they do not place too much In national research about the effect weight on one indicator. This means of schooling on degree success, that admissions decisions are Higher Education Funding Council not made on the basis of a single for England (HECFE) noted that: piece of contextual information. The evidence to support treating ‘...no other single item of candidates very differently in the admissions process through the information provides a better indication of how a student will routine ‘automatic’ use of differential get on.’ 41 offers is simply not robust enough.

More than 80% of students with grades AAB or above at A-level gain a first or upper-second class degree. “Modern economics, like physics, requires a Approximately 50% or fewer of those broad range of knowledge and skills with 42 with CCC or lower do so. maths in particular being an intrinsic tool But grades are not the only source of information used in the for analysis. Taking a scientific approach admissions process at Russell to current economic issues requires formal Group universities. Other factors are taken into account in determining modelling of economic relationships and ability and potential, including testing hypotheses against data. Therefore, personal statements and teacher references which can provide mastery of economics requires not merely valuable additional insights about the applicant. Some universities also a narrow knowledge of a few aspects use interviews and extra tests to of mathematics, but true fluency and ensure that pupils with real potential are identified. So raw grades are confidence in the subject as indicated by considered by Russell Group high achievement at GCE A-level.” universities,not just on their own, but in a broader context. Undergraduate admissions tutor for economics, London School of Economics and Political Science

22 to get the balance right to ensure Most recently, a study has fairness to all candidates. This is not shown that around one in 10 an easy or straightforward task – pupils from non-selective state which is why a range of factors are schools will go on to do better usually taken into consideration, at university relative to pupils often when weighing up candidates from selective independent with the same excellent grades. schools who had the same prior attainment levels.43 This finding Where universities do use has led to the suggestion that contextual information it is in students from non-selective specific circumstances, such as: schools may have more potential To help select which students could to do very well at university be eligible for foundation degrees than their independent school or other alternative entry routes counterparts, and should therefore routinely be given To help decide whether a student less demanding offers for should be interviewed or set university entry. additional assignments To help in ‘confirmation’ decisions, when a student may have narrowly Routine use of differential offers missed the grades in their offer raises serious questions about To help determine whether a student fairness, and would not be in line is eligible for an ‘alternative offer’ with two key principles that underpin scheme where, as well as a standard the use of contextual information course offer, a student may be given in admissions decisions – that it an alternative and lower offer too. should be ‘research-based’ and This approach is exemplified by the ‘justifiable’.44 Significantly, the study ‘Access to Leeds’ scheme described found that the small proportion in the second part of this report. of non-selective state school students who outperformed their When contextual information is used independent school peers did so to give lower offers, it is usually with the same, rather than lower because candidates have been grades. Using contextual data in asked to demonstrate their strengths assessing applications needs to be through other means such as extra done carefully; it is very important tests and extended essays.

Opening doors: understanding and overcoming the barriers to university access 2323 3 Making informed choices

24 Looking at attainment data alone gives a good idea of the scale of the problem of under-representation, but, while attainment is a big piece of the puzzle, subject and qualification choice is important too

Subject choice, especially at It is still the case that some students advanced level, can have a large are not getting the right advice impact on which degree courses will and guidance on the subjects to be open to students when it comes study, with the result that many to applying to a competitive course good students haven’t gained the at a selective university. qualifications they need for the course they want to apply for. Many courses at university level build on skills and in some cases, Admissions staff in several of the knowledge which students gain most selective universities report that while still at school. Where this is the it is commonplace for able candidates case, universities need to make sure to seek places on degrees for which that all the students they admit have they are not qualified. The Russell prepared themselves in the best way Group’s online publication Informed to cope with their chosen course. For Choices seeks to address this this reason, some university courses problem, and is discussed in more may require students to have studied detail in the second part of this report. a specific subject prior to entry. There Qualification and subject choice at are some advanced-level subjects that Key Stage 4 is also fundamental to are required more often than others participation in higher education, as prerequisites for entry to degree as 2014 research by the Institute for courses, and the Russell Group refers Fiscal Studies and the University of to these as facilitating subjects. Warwick suggests: 45

Subjects the Russell Group Subjects the Russell Group “Good grades in highly- identify as facilitating subjects are: identify as facilitating subjects regarded subjects and are: Maths and further maths; qualifications at Key Stage MATHS Physics; Biology; Chemistry; 4 are not only associated History; Geography; Modern with a higher probability of FURTHER MATHS and classical languages; staying in education beyond PHYSICS English Literature. the age of 16 and doing well at Key Stage 5, but we find BIOLOGY Looking at STEM A-levels that they also continue to be in particular, Maths A-level CHEMISTRY significantly associated with is commonly required for HE participation decisions and HISTORY Economics degrees across the university outcomes even after Russell Group. Many Engineering GEOGRAPHY accounting for subsequent courses require both Maths MODERN AND measures of attainment.” and Physics; and some Biology CLASSICAL degrees require both Biology Institute for Fiscal Studies LANGUAGES and Chemistry at A-level. and the University of Warwick ENGLISH LITERATURE

Opening doors: understanding and overcoming the barriers to university access 25 Awareness of the importance of subject choice and university entry requirements is higher than it was, but there is more to be done in some schools

The increasing take-up of facilitating subjects, as shown in the below graph, is welcome, as is the recent reversal in the trend of entering students early for GCSE exams.

Some schools had used an ‘early entry’ policy for GCSE exams to allow students to take more GCSEs in their final year, but by banking a ‘good enough’ result early on, schools had been disadvantaging some pupils by not allowing them to reach their full potential. In terms of admission to many Russell Group degree courses the difference between a C and a B grade at GCSE maths, for example, can be very important.

26 Department for Education graph showing entries in facilitating and non-facilitating A-level subjects by 16 to 19 year olds since 1996, all schools and colleges in England

450,000

400,000 Facilitating

350,000 Non-facilitating

300,000

250,000

200,000 Number of entries of Number 150,000

100,000

50,000

2001 2010 2011 2012 2013 1996 1997 1998 1999 2000 2002 2003 2004 2005 2006 2007 2008 2009

Year

In 2013/14, A-level entries in traditional In languages, while independent science subjects – which are often schools made up 14.5% of A-level required for entry to degree courses entries overall, they accounted for – increased by 2.0% combined, when 27.9% of entries in French, 24.4% compared with 2012/13. Entries in in German, and 28.4% in Spanish.47 mathematics and further mathematics In classical languages the proportion also increased, with maths rising by is much higher. 0.9% and further maths by 1.5%.46 However, we know that students at independent schools account for a disproportionately large percentage of these entries. As the graph overleaf shows, in 2013/14, independent schools made up 14.5% of A-level entries overall, but they accounted for 19.3% of entries in physics, 17.7% of entries in chemistry and 15.3% of entries in biology. Independent schools also accounted for more than a quarter (27.7%) of entries in further maths.

Opening doors: understanding and overcoming the barriers to university access 27 Percentage of A-level entries from independent school pupils

100

40 Percentage (%) Percentage 30

Latin Greek Physics History English French German Spanish Chemistry Geography All subjects Mathematics

Biological sciences Further mathematics Other modern languages

The blue line above shows independent schools made up 14.5% of A-level entries overall

Although the English school performance table measures We know that independent and regarding achievement in facilitating selective state school students subjects are imperfect48, they shed are much more likely to achieve some light on the take-up of and AAB in two or more facilitating achievement in facilitating subjects subjects: by school type. • In 2013/14 13.2% of state school students achieved grades AAB or better at A-level, of which at least two were in facilitating subjects. For independent schools the figure was 34.5%.49 • In 2013/14 10.3% of comprehensive school students achieved grades AAB or better at A-level, of which at least two were in facilitating subjects. For sixth-form colleges the figure was 9.6%, and for selective state schools the figure was 32.2%.50

28 Percentage of students achieving AAB or better at A-level, of which two or more are in facilitating subjects

Percentage (%) Percentage 15

Other FE colleges Sixth-form colleges Independent schoolsState-funded schools Selective state schoolsComprehensive schools

Qualification choice is also important

As well as subject choice, The same data shows that 35% qualification choice is critical when of 18-year-old English domiciled it comes to preparing a successful students accepted to low tariff application for a competitive institutions held BTEC qualifications, university course. compared to only 3% who were accepted to higher tariff institutions. For example, not all vocational qualifications prepare students While BTECs are the right choice adequately for courses at Russell for some students, it is worrying Group universities and some that students, particularly from students feel they are not receiving disadvantaged backgrounds, may the right advice about which be turning their backs on A-levels, subjects and qualifications leave without realising that this may close more doors open later on in life. doors to competitive university courses further down the line. Evidence from UCAS suggests BTECs are becoming increasingly popular, and that students studying BTECs are more likely to come from areas of low participation in higher education (POLAR2 quintiles 1 and 2) than applicants holding A-levels.52

Opening doors: understanding and overcoming the barriers to university access 29 High attainment in the right subjects for the degree course is fundamental to opening doors, but even with good grades, disadvantaged students are less likely to apply to leading universities

Pupils from top independent schools The Sutton Trust suggests that make twice as many applications to such differences cannot be the most selective universities as explained solely by the ability their equally well-qualified peers range, but may be influenced by from the best comprehensives. parental background, geography and curriculum, as well as by the “The single most important factor information, advice and guidance determining the probability that offered. The complexity of the issues students obtained a place on that need addressing regarding one of the most academically access is such that many different demanding degree courses was stakeholders need to be involved. the student’s own A level (or Universities alone cannot find a equivalent) results. Beyond this, solution for these problems. But the the differences, by type of school evidence from the Sutton Trust also or college, in participation rates on gives reason to be optimistic – it the most academically demanding shows that something can be done. courses can be largely explained by differences in the number and Research on the London Challenge, patterns of applications from published by the Social Mobility different types of school or college. and Child Poverty Commission, found that much of the ‘London Pupils from independent schools in effect’ – the rapid increase in the top fifth of schools according GCSE attainment of poor children to average A level attainment, in London observed since 2004 on average made twice as – can be traced back to earlier many applications to ‘Sutton 13’ improvements in attainment in universities than their peers from primary schools.55 This demonstrates comprehensive schools with similar that a concerted effort, if targeted overall levels of attainment.”54 early enough, can make a difference Even schools with pupils achieving in raising attainment among the very similar UCAS tariff points most disadvantaged. produce strikingly different Part two of this report looks at outcomes. For example, in two some of the ways Russell Group comprehensives in the north of universities are working to England with identical results, one challenge negative perceptions sent 57% of UCAS applicants to and encourage applications. selective universities, the other just 27%.

30 Under-represented students are more likely to apply to more competitive degree courses

As well as advanced-level UCAS data shows that between subject choices, degree subject 2007 and 2009, 36% of all choice inevitably has a bearing applicants to study medicine at UK on the likelihood of an applicant universities were students from being admitted, especially at BME backgrounds. Within the same highly selective and competitive years, 30% of all applicants to study institutions. law at UK universities and 30% of all applicants to study business and There is evidence to suggest that administration courses were also students from state schools may students from BME backgrounds. apply disproportionately to the most competitive courses. This is the case The fact that BME students tend to at the University of Oxford, where apply in much greater proportions between 2010 and 2012, 35% of to the most competitive courses applications by UK domiciled state means that many very able students school students were for the five find that they are unsuccessful in most oversubscribed subjects at the securing a place.56 university. This compared to 29% of independent school applications. There is also evidence to suggest that students from ethnic minority groups apply in much greater proportions to certain courses. In some cases progression for Black and Minority Ethnic (BME) students to university may be linked to cultural factors, which may be experienced as, for instance, parental pressure to study a particular subject that leads to a professional qualification.

Opening doors: understanding and overcoming the barriers to university access 3131 4 Problems of poor advice and misconceptions

32 Poor advice and, sometimes, the poor quality of applications are adding to the problem

There are many examples of had lower expectations of effective information, advice and disadvantaged students. guidance (IAG) being offered Receiving good advice and guidance throughout the state sector, but on the preparation of personal there is widespread concern that statements is also important. A poor advice may be contributing to striking pattern emerges in the the low progression rates in many distribution of errors in personal comprehensive schools and further statements, even between students education colleges.57 who go on to receive identical Research has found that a significant grades at A-level: applicants from number of teachers harbour sixth form colleges make, on misconceptions about Russell average, three times as many Group universities; some report writing mistakes as those from that they would not encourage independent schools.62 disadvantaged pupils to apply to The personal statement has leading universities, and some are been described as ‘an indicator uncomfortable talking to students of disciplinary socialisation’63 and about the differences between can show how applicants from universities.58 59 independent schools characterise In 2014, a Sutton Trust-commissioned themselves in ways that explicitly survey of secondary state school demonstrate their suitability for teachers found that fewer than half academic life. (42%) said they would advise their Other applicants, especially those brightest pupils to apply to Oxford or from comprehensive schools and Cambridge universities – a situation sixth form colleges, follow UCAS that had worsened since a survey directions more literally, and tend carried out seven years before. towards unsubstantiated, over- The recent survey also found personalised claims. This can mean that more than 60% of teachers some university applicants from underestimate the percentage of comprehensive school backgrounds students from state schools on may undersell themselves in undergraduate courses at Oxford their statements. Admissions and Cambridge – with a quarter professionals are sensitive to this, saying fewer than 20% of students and universities’ own outreach come from the state sector.60 In work with students and teachers on fact more than half of students on personal statements and teacher undergraduate courses at both references is one part of the solution Oxford and Cambridge are from to this problem. The Russell Group’s state schools. programme of conferences for teachers, explored in part two of this Another survey61 showed “a report, aims to support teachers in significant minority” of teachers – their role as advisors and referees. 21% – agreed that their colleagues

Opening doors: understanding and overcoming the barriers to university access 33 There has been much misinformation about In the last decade there has the effect of graduate been a substantial increase contributions in England in the rates of applications on access from the most disadvantaged students. The latest UCAS We have detailed some of the key figures show that young people root causes of under-representation: from the most disadvantaged lower attainment, low aspirations areas in England (as measured and in some schools, poor quality of by POLAR2) are now almost information, advice and guidance. twice as likely to apply as they However, hugely important to this were in 2004. The figure has discussion is evidence that, despite increased from 10.7% in 2004 much misinformation, fees are not to 20.7% in 2014.64 deterring poorer students from applying to university. FSM pupils were 8% more likely The introduction of variable fees to apply to university in 2014 in England has been accompanied than in 2013 and their overall by an improvement in access, with application rate reached a new application rates increasing from high of 18%. But overheated debates all socio-economic backgrounds, around university funding and and with marked improvements fees have distorted the facts and in applications and admissions confused many young people and of those from the lowest socio- their families. economic backgrounds.

34 International experience

• The experience of other countries • Research demonstrates that which have implemented graduate access levels have improved for contribution schemes provides all socio-economic groups since powerful evidence that tuition the introduction of HECS. Overall fees, coupled with income participation of 18 year olds contingent loans, protect from the lowest income quartile access to higher education. increased over the period 1988– 1998, with a significant increase • Australia first introduced a in participation from this quartile universal tuition fee in 1989, of following the fee increases in 1997.66 A$2,250 per year, under the Participation rates among all income Higher Education Contributions brackets increased substantially Scheme (HECS). The system over the period. has been modified since, but the basic principle remains the • Tuition fees were introduced in New same: students have the option Zealand in the late 1980s, and had of paying fees up front to receive risen to NZ$3,500 by 1999. Again, a 25% discount or alternatively, fees were coupled with income- graduates make income-contingent contingent loans to students, and repayments on their tuition fees evidence indicates that participation once their income exceeds rates have seen a significant overall a threshold. increase, without any negative impact on the proportion of entrants from lower income or minority ethnic backgrounds.67

Opening doors: understanding and overcoming the barriers to university access 3535 Effective information, advice and guidance (IAG) about the benefits Tuition fees do not have to be of higher education is essential to paid up front by students. In ensure that young people have England, loans and bursaries the information they need to make are available to cover costs, and decisions that will maximise their graduates only repay their loans life chances. when they are earning a salary of at least £21,000 a year. Even Many pupils do not receive then, they will only pay back a adequate IAG at school about small proportion (9%) of their higher education. It is particularly income above £21,000. important that pupils from low- income backgrounds, from families This means that a graduate who have not been to university, earning £30,000 a year would or who have less knowledge about only have to repay their loan higher education than others, are at a rate of less than £16 a given robust support and guidance week. And if they never earn at school. enough to repay it, their loan is written off after 30 years. There is evidence to suggest So this repayment system that students from low-income protects both low-earners and backgrounds are more risk averse those students who come from – rather than debt averse – than disadvantaged backgrounds. their better-off peers.68 The current repayment system is designed to minimise risk to students and therefore to minimise the impact of risk aversion on application behaviour. When A-level grades are taken into account, however, students from deprived and wealthy backgrounds are equally likely to go to university.69 It is essential that potential students know that going to a good university is a sound investment – with no up-front fees, repayments only when they are affordable and generous help with living costs. Money worries should not stop anyone from applying.

36 Bursaries can help to overcome barriers caused by preconceptions or lack of information

Institutional bursaries can play a role in helping students from low-income In a recent survey of bursary backgrounds overcome concerns and holders at Imperial College misconceptions about whether they London, undertaken by Imperial 74,550 can afford to study at university. College Union (ICU), more than 70% of bursary recipients students from the very poorest 74,550 students from the very who knew about the College’s backgrounds attending Russell poorest backgrounds attending bursary provision before Group universities received Russell Group universities received applying said that it played an bursaries or scholarships during bursaries or scholarships during important part in considering 2011-12. 2011-12. In 2013 a third of all fee- whether to go to Imperial. paying undergraduate students in the English Russell Group universities The survey also confirmed that were receiving an OFFA-countable such support is necessary to bursary or scholarship.70 cover the cost of living and studying in London, with more In 2015-16, the 20 Russell Group than 95% reporting that it was £234m universities in England alone at least helpful (around 67% In 2015-16, the 20 Russell will be investing £234 million in said that it was essential).72 Group universities in England scholarships, fee waivers, bursaries Evaluation73 of the University alone will be investing £234 and outreach activities aimed at the of Leeds Student Financial million in scholarships, fee most disadvantaged – with additional Support 2012/13 packages waivers, bursaries and outreach investments being made across the found that: activities aimed at the most Devolved Administrations.71 disadvantaged.71 90% of respondents viewed Bursaries are also important the financial support package in encouraging students from as an important or very low-income families to consider important factor in their institutions located further away from destination decision. home. Moreover, in an environment of variability in graduate contributions 86% felt that receiving an between institutions and in courses award made them more within a large and diverse number of confident about their ability universities, bursaries have a role to to stay on their course. This play in widening access to the most finding was most pronounced selective institutions. among students from the lowest income households.

Bursaries and scholarships are valued by students as a source of extra finance, giving them the means to continue studying and achieve higher levels of attainment than they might otherwise have done. They are important, undoubtedly, but they can only ever be one tool in tackling the root causes of under-representation: financial support alone does nothing to help those who have neither the qualifications nor the aspirations to go to university. The role of bursaries is explored further in part two of this report.

Opening doors: understanding and overcoming the barriers to university access 37 Concluding remarks

38 In this report we have explored the High attainment in the right subjects root causes of under-representation needed for a particular degree course of disadvantaged students at leading is fundamental to opening doors universities. We have shown that the although, even with good grades, attainment gap starts early, and is disadvantaged students are less likely stubbornly linked to social class and to apply to leading universities, and parental education. under-represented students are more likely to apply to more competitive The gap widens throughout degree courses. Poor advice and secondary school, and we have sometimes, disappointingly, the noted there is variation in the poor quality of applications are attainment of different ethnic compounding the problem. groups, and by school type. An additional concern is the Attainment data alone gives a good misinformation about the effect idea of the scale of the problem, and of fees in England on access. It is how it results in too few students from essential therefore that, from an early certain backgrounds reaching the age, effective information, advice levels needed to enter and do well in and guidance is available about the the most selective universities. But benefits of higher education and to while attainment is one big piece of address unhelpful preconceptions. the puzzle, grades are not the only source of information used in the Making in-roads on under- admissions process at Russell Group representation is not something that universities. Other factors are taken universities can do alone. Ultimately into account in determining ability this is a long-standing, deep-rooted, and potential. and highly complex social challenge. Subject and qualification choice However, the second part of our is important too. The picture report looks in detail at what Russell is improving, as evidenced by Group universities are doing to tackle increased uptake in facilitating some of the key causes of under- subjects, but more needs to be representation. Our accompanying done in some schools. film also presents several examples of Russell Group universities’ work in this area, and highlights how they work with schools and colleges to achieve a real increase in the numbers of their students coming to Russell Group universities.

Opening doors: understanding and overcoming the barriers to university access 39 References

1 UCAS, Submission to the call for evidence to 14 Joseph Rowntree Foundation, Closing The Gap 26 HM Government, New Opportunities Fair the Commission on Child Poverty and Social In Scottish Education (May 2014) Chances For the Future (January 2009) Mobility (July 2014) 15 Department for Education, Influences on 27 A-level attainment of pupils eligible for free 2 HESA performance indicators for 2012/13 students’ GCSE attainment and progress at age school meals in 2010/11 (Parliamentary (calculation by the Russell Group) 16. Effective Pre-School, Primary & Secondary Question, [116023] (9 July 2012) Education Project (EPPSE) (September 2014) 3 UCAS, Submission to the call for evidence to 28 The Department for Education Key Stage 5 the Commission on Child Poverty and Social 16 The study defines pre-school in its sample as destination data is a snapshot which does not Mobility (July 2014) children who attended nursery classes, play take into account students who may delay groups, private day nurseries, local authority entry into HEI for a year or more. There are 4 Chief Medical Officer, Our Children Deserve day care nurseries, and integrated centres. still high percentages of activity not captured Better: Prevention Pays. Annual Report of the in the key stage 5 measure, probably due 17 Chief Medical Officer (2012) Department for Education, Influences on to limited employment and unemployment students’ GCSE attainment and progress at age data from some local authorities. The data is 5 DCSF, Deprivation and Education. The 16. Effective Pre-School, Primary & Secondary experimental and so should be treated with evidence on pupils in England, Foundation Education Project (EPPSE) (September 2014) caution. Stage to Key Stage 4 (March 2009) 18 Department for Education, Primary school 29 Burgess, S. and Briggs, A. ‘School assignment, 6 UNICEF, School Readiness (2012) pupils on free school meals close gap on their school choice and social mobility’, CMPO peers. press release (2013) https://www.gov.uk/ 7 Feinstein, L. ‘Inequality in the Early Cognitive Working Paper, 06/157 (2006) government/news/primary-school-pupils-on- Development of British Children in the 1970 free-school-meals-close-gap-on-their-peers 30 Department for Education, School performance Cohort’, Economica 70 (2003) and parental choice of school: secondary data 19 Ibid 8 Jerrim and Vignoles (2011) critiqued analysis, Research Report (January 2014) Feinstein’s 2003 methodology, arguing that 20 Social Mobility and Child Poverty 31 Barber, M. and Mourshed, M. How the World’s the tests at 22 months were too reliant on ‘luck Commission, Progress made by high- Best Performing School Systems Came Out on on the day’ and that an initial misclassification attaining children from disadvantaged Top (2007) at 22 months means the graph may not be backgrounds. (2014) tracking high and low ability children. See: 32 Social Mobility and Child Poverty 21 Jerrim, J, Vignoles, A, ‘The use (and misuse) Laws, D. ‘Closing the achievement gap’ Commission, State of the Nation 2013: Social of statistics in understanding social mobility: speech to the Association of School and Mobility and Child Poverty in Great Britain regression to the mean and the cognitive College Leaders, 5 March 2013. (2013) development of high ability children from https://www.gov.uk/government/speeches/ disadvantaged homes’. DoQSS Working Paper closing-the-achievement-gap 33 Smithers, A and Robinson, P. Physics in schools No. 11-01 (2011) and colleges: Teacher Deployment and Student 22 Department for Education statistics, Outcomes (2005) 9 IPPR, Early developments: Bridging the gap GCSE and equivalent attainment by pupil between evidence and policy in early-years characteristics in England 2012/13. https:// 34 Social Mobility and Child Poverty education (2013) www.gov.uk/government/statistics/gcse-and- Commission, Cracking the Code: how schools equivalent-attainment-by-pupil-characteristics- can improve social mobility (October 2014) 10 Hart, B. and Risley, T. ‘The Early 2012-to-2013 Catastrophe’, Education Review 17(1): 35 The results are from 552 ISC schools, 110–118 (2003) 23 Social Mobility and Child Poverty representing 393,351 entries from 40,901 Commission, Progress made by high-attaining candidates. See http://www.isc.co.uk/ and the 11 IPPR, ‘Social mobility, life chances and the children from disadvantaged backgrounds (2014) Joint Council for Qualifications 2014 GCSE early years’, Maintaining Momentum (2005) results: http://www.jcq.org.uk/examination- 24 Department for Education statistics: 12 results/gcses HM Government, New Opportunities, Fair Attainment gap between pupils eligible for Chances for the Future (2009) FSM and all other pupils by Government 36 Department for Education Statistics, A Office Region in 2012/13 level and other level 3 results: 2013 to 2014 13 The Sutton Trust, Sutton Trust Submission to (provisional) Sir Martin Harris: Widening Access to Selective 25 Joseph Rowntree Foundation, Poverty and Low Universities (January 2010) Educational Achievement in Wales: Student, 37 HEFCE, Differences in degree outcomes, Issues Family and Community Interventions (2013) paper (March 2014)

40 38 The percentage of Chinese pupils achieving 5 50 Ibid 65 UCAS, Analysis Note, 2014/02 or more GCSEs at grade A*-C or equivalent 51 66 including English and mathematics GCSEs The Student Room, Options 2013 and Options Chapman, B. and Chris, R, ‘The access or iGCSEs is 17.5 percentage points above 2014 (2013 and 2014) consequences of the Australian income the national average; pupils of any Asian contingent charge system for higher education’, 52 UCAS, Submission to the call for evidence to background by 3.6 percentage points; and Centre for Economic Policy Research, Australian the Commission on Child Poverty and Social pupils from any mixed background by 2.0 National University (2002) Mobility (July 2014) percentage points 67 McLaughlin, M. Tertiary education Policy in 53 The Sutton Trust and the Department for 39 The percentage of black pupils achieving 5 New Zealand: Fulbright report (2003) Business, Innovation and Skills, Applications, or more GCSEs at grade A*-C or equivalent Offers and Admissions to Research Led 68 The Bank of England has calculated that including English and mathematics GCSEs Universities: A joint report by the Sutton Trust mortgage holders in lower income households or iGCSEs is 2.5 percentage points below the and the Department for Business Innovation, have increased their debt as a proportion of national average and Skills (July 2009) income more than any other group, while 40 Attainment at A-level by young people from unsecured debt rose most in households 54 The Sutton Trust, Degrees of Success (2011) different ethnic backgrounds (Parliamentary in which the head was aged under 25 (See reference in Bradley P, Whitehead A Excellence, question, [149093] 15 April 2013) 55 Social Mobility and Child Poverty Equity and Access: squaring the circle of higher Commission, Lessons from London Schools for 41 HEFCE, Schooling Effects on Higher Education education funding (November 2003) Attainment Gaps and Social Mobility 2014 Achievement (2003) 69 Studies have shown that 94% of children 56 Runnymede Trust, Debbie Weekes-Bernard 42 HEFCE, Differences in Degree Outcomes, from lower socio-economic backgrounds who (eds.) Widening Participation and Race Equality Issues paper (March 2014) achieve 25 A-level points or more enter higher (December 2010) education, compared to 97% of children 43 Department for Education, The link between 57 The Sutton Trust, Degrees of Success (2011) from higher socio-economic groups (Youth secondary school characteristics and university Cohort Study, DfES (2002): analysis has participation and outcomes. (2014). 58 The Sutton Trust, ‘Summer schools aim to been replicated by the NAO for 2006 UCAS dispel state school teachers’ press release (2014) application data, with similar results. There 44 Supporting Professionalism in Admissions, http://www.suttontrust.com/newsarchive/ was minimal difference in acceptance rates by Principles for the use of contextual data in summer-schools-aim-dispel-state-school- socio-economic group for students with the admissions (October 2010) http://www. teachers-oxbridge-misconceptions/ same level of attainment (NAO, 2008) spa.ac.uk/information/contextualdata/ spasworkoncontextual/ 59 The Sutton Trust, ‘Less than half of state 70 OFFA monitoring reports 2011/12 (Russell teachers would advise their most able pupils Group calculation) 45 Department for Education, The link between to apply to Oxbridge’ press release (2012) secondary school characteristics and university 71 http://www.suttontrust.com/newsarchive/less- OFFA access agreements 2014/15 (Russell participation and outcomes (2014) half-state-teachers-advise-able-pupils-apply- Group calculation) 46 oxbridge/ Department for Education statistics, A 72 Imperial College London, Access Agreement level and other level 3 results: 2013 to 2014 60 Ibid 2014-15 (provisional) 73 61 Social Mobility and Child Poverty University of Leeds, Access Agreement 2014-15 47 Ibid Commission, Cracking the code: how schools 48 Russell Group response to Department for can improve social mobility (2014) Education 16-19 School Accountability 62 The Sutton Trust, The Personal Statement: A measures consultation: http://www. fair way to assess university applicants? (2012) russellgroup.ac.uk/uploads/41b-Russell- Group-response-to-DfE-16-19-accountability- 63 Robert M. Brown, ‘Self-Composed: Rhetoric consultation.pdf in Psychology personal statement’. Written Communication 21(3) (2004) 49 Department for Education statistics, A level and other level 3 results: 2013 to 2014 64 UCAS statistics: Application rates, 2014 cycle, (provisional) January deadline release

Opening doors: understanding and overcoming the barriers to university access 4141 Russell Group universities

1 University of Birmingham 9 Imperial College London 17 University of Oxford www.birmingham.ac.uk www3.imperial.ac.uk www.ox.ac.uk +44 (0)121 414 3344 +44 (0)20 7589 5111 +44 (0)1865 270 000

2 University of Bristol 10 King’s College London 18 Queen Mary University of London www.bristol.ac.uk www.kcl.ac.uk www.qmul.ac.uk +44 (0)117 928 9000 +44 (0)20 7836 5454 +44 (0)20 7882 5555

3 University of Cambridge 11 University of Leeds 19 Queen’s University Belfast www.cam.ac.uk www.leeds.ac.uk www.qub.ac.uk +44 (0)1223 337 733 +44 (0)113 243 1751 +44 (0)2890 245 133

4 Cardiff University 12 University of Liverpool 20 University of Sheffield www.cardiff.ac.uk www.liverpool.ac.uk www.sheffield.ac.uk +44 (0)2920 874 000 +44 (0)151 794 2000 +44 (0)114 222 2000

5 Durham University 13 London School of Economics 21 University of Southampton www.dur.ac.uk and Political Science www.southampton.ac.uk +44 (0)191 334 2000 www.lse.ac.uk +44 (0)23 8059 5000 +44 (0)20 7405 7686 6 University of Edinburgh 22 University College London www.ed.ac.uk 14 University of Manchester www.ucl.ac.uk +44 (0)131 650 1000 www.manchester.ac.uk +44 (0)20 7679 2000 +44 (0)161 306 6000 7 University of Exeter 23 University of Warwick www.exeter.ac.uk 15 Newcastle University www2.warwick.ac.uk +44 (0)1392 661 000 www.newcastle.ac.uk +44 (0)24 7652 3523 +44 (0)191 208 6000 8 University of Glasgow 24 University of York www.gla.ac.uk 16 University of Nottingham www.york.ac.uk +44 (0)141 330 2000 www.nottingham.ac.uk +44 (0)1904 320 000 +44 (0)115 951 5151

42 Central London

22 18 13 10 9

8 6

15 5 19

24 11

14 12 20

1 23 3

4 2

Opening doors: understanding and overcoming the barriers to university access 43 The Russell Group of Universities www.russellgroup.ac.uk +44 (0)20 7969 5288 [email protected]

@russellgroup January 2015 Opening doors: understanding and overcoming the barriers to university access 44 Part two: How Russell Group universities are working to help solve the problem of under-representation

In this section we highlight our universities’ work across linked themes:

1 Raising 2 Information, 3 Alternative 4 Student attainment advice and routes to support guidance Russell Group universities

Introduction In part one of this report we outlined These issues are many and complex, and working collaboratively with the complex nature and root causes of and individual students will have other stakeholders. In 2015-16, the 20 the under-representation of students different and possibly multiple Russell Group universities in England from disadvantaged backgrounds at needs, so it follows that a range of alone will be investing £234 million in our universities. interventions are needed to make a scholarships, fee waivers, bursaries difference. There is no silver bullet and outreach activities aimed at the We identified that the stark attainment solution and universities cannot most disadvantaged – with additional gap is a key reason why too few hope to solve these problems alone. investments being made across the students from disadvantaged Ultimately, the problems can only Devolved Administrations. backgrounds apply to a leading be addressed by taking a holistic university, and that this gap appears approach that enables government, early on between these students and schools, universities and parents to their more advantaged peers. In many work together to tackle the issues cases, problems are exacerbated involved. by lower aspirations, poor quality of advice, and poor applications. We also The Russell Group has long been raised concerns that misinformation committed to playing a key role about the effect of fees in England in the areas that we can influence risks creating false access barriers for and this is achieved by targeting certain students. resources in the most effective way

Opening doors: understanding and overcoming the barriers to university access 1 Part two – Introduction

Over a number of years, our Many of the programmes we highlight successful international schemes universities have developed a wide could fit under a number of these which aim to increase the number range of programmes and initiatives themes. For example, our universities of disadvantaged students at to help tackle some of the many work with students from a young age university. However, we do not think underlying barriers to access. Part two to enhance their attainment, gradually the answer lies simply in importing of our report looks in more detail at raise their aspirations towards US approaches to facilitating access. some of these. university, and then support them to There are a number of reasons apply for a place when the time comes for this. This second part of our report is – and some of the programmes they divided into a number of pull-out First, it is important to be cautious run have multiple aims. But we think it sections in which we highlight our when drawing comparisons between is useful to set out the main problems universities’ work across linked the higher education systems in the that each scheme is trying to tackle. themes: USA and the UK. While the US faces The examples we set out are by no many of the same challenges in means exhaustive, but illustrate some terms of improving access to highly of the ways in which universities selective institutions, in a number of 1 Raising can, and do, involve themselves fundamental ways it is very different. attainment in the practical work of raising Importing US approaches – which aspiration and attainment, improving some argue have not been effective information, advice and guidance, and in any case - would not be the best 2 Providing information, challenging negative perceptions of solution to the challenges that UK advice and guidance higher education. universities face. • Challenging negative perceptions Second, individual universities face and raising aspirations Admission schemes different challenges, and tailor their approach to admissions, access and • Choosing the right subjects in the USA widening participation accordingly. • Advice on applications Universities in the UK have been So the Russell Group solutions urged by some to emulate the access are diverse – there is no ‘one and admissions practices of elite size fits all’ approach. 3 Alternative routes institutions in the United States. In Third, several of the US schemes to Russell Group recent years there has been interest which are often praised are in fact universities in the UK in ‘early commitment’, not very effective in broadening ‘reserved places’ or ‘percent schemes’ access (see below). for university entrance.1,2 Fourth, it is important to reiterate that 4 Student support A key feature of these US schemes our work can only ever be part of the is that a certain number of places at solution; universities are limited in what university are reserved for the highest they can do to address underlying achieving pupils within each school, problems. It is up to others to play their or that those pupils are fast-tracked part, but by giving opportunities for within the admissions process, for students, their parents, teachers and example with the guarantee of an schools to collaborate, Russell Group interview. The aim of these schemes universities are doing their utmost is to help those who do not have to improve access through a diverse the highest grades but who have range of initiatives. been the strongest performers in schools with more disadvantaged pupils. Russell Group universities certainly draw lessons from any

2 The US and UK – Additional admissions considerations to university than would otherwise similarities and differences given considerable weight by US do so. In recent years, universities universities might include a student’s in the UK have been encouraged to While the US school and higher relationship with an alumnus, introduce this approach. However, education systems differ in many extracurricular activities, or their as evidence from the ‘Texas 10%’ ways to those in the UK, many of the sporting talent. scheme highlighted below shows, challenges faced are familiar. Students Percent schemes many of these schemes have not from schools with a high proportion of been effective or could be viewed low-income families are less likely to One approach taken in the US to as having undesirable features attain highly on standardised tests; less increase the number of disadvantaged or consequences. likely to graduate from high school; and students to apply to university is less likely to progress to and graduate ‘percent admissions’ schemes. A key 3 from university. Participation in higher feature of these schemes is that a education, and especially at elite certain number of places at university institutions, is unevenly distributed are reserved for the highest achieving 4 across socioeconomic groups. pupils within each school. Some As in the UK, highly selective argue that this can help to widen universities in the US have very participation, particularly to the most competitive admissions for many of selective institutions, and that the their undergraduate programmes and guarantee of a university place can naturally defend their right to make encourage more students from under- their own detailed assessment of each represented groups to aspire candidate who applies. Again, just as in the UK, admissions considerations vary by institution but a student’s Texas 10% scheme admission to an elite institution is primarily based on prior academic A scheme was introduced in Texas eligible students from poor high achievement. in 1997 where pupils who came in schools are still only about half as the top 10% of their high school year likely as their affluent counterparts This is usually assessed through were guaranteed a place at the public to apply to the flagship universities. standardised SAT or ACT5 tests university of their choice. Research suggests that this may be and evidence suggests that high- due to cultural and historical factors achieving disadvantaged students The scheme was amended in 2009 relating to the school students have are less likely than their advantaged to ensure universities did not have attended, for example. One study peers to take these tests, and on to allocate more than 75% of their found that ‘high schools without average are likely to score less total number of places through this strong college-going traditions kept well.6 Participation and achievement method.8 Before this, universities many such students from applying in ‘advanced placement’ classes had found that up to 86% of all or matriculating’.10 (college-level classes for high their places were being determined school students) is often taken into by this guarantee. In practice the Research focused on the Texas consideration during admissions but guarantee of a place now only experience has concluded that if they tend to be accessed by more applies to those in the top 5%-8% policy makers want to increase advantaged students. Similarly, of their high school class.9 non-traditional student enrolment at selective universities, the evidence suggests that high- The Texas 10% scheme has been focus should be on expanding achieving disadvantaged students are widely considered to have failed in the applicant pool by improving less likely to access rigorous courses meeting its objectives. Even with high school quality rather than on than their high-achieving more the admissions guarantee in force, advantaged peers.7 offering guaranteed places.11

Opening doors: understanding and overcoming the barriers to university access 3 References

1 The Sutton Trust, Innovative University Admissions Worldwide: A Percent Scheme for the UK? (2009); Nick Clegg and David Willetts cited in Allegra Stratton, “Nick Clegg’s new ‘report card’ aims to improve social mobility”, Guardian, 30 March 2011; Jon Marcus , “World cribs from the Texas 10 percenters”, THE, 26 May 2011

2 IPPR, A Critical Path: Securing the Future of Higher Education in England, 2013

3 Orlich, D. and Gifford, G., Test Scores, Poverty and Ethnicity: The New American Dilemma Phi Delta Kappa “Summit on Public Education,” Washington, D.C.

4 Family Background and access to ‘high status’ universities, Dr John Jerrim (The Sutton Trust, 2013)

5 Originally abbreviations for ‘Scholastic Aptitude Test’ and ‘American College Testing’.

6 The Education Trust, Falling Out of the Lead: Following High Achievers Through High School and Beyond. (2014)

7 Ibid

8 http://chronicle.com/article/Legislature-Gives- U-of-Texas/47284/

9 http://www.star-telegram. com/2011/04/02/2970160/qualified-texas- students-being.html

10 Tienda and Harris (2008). “Changes in Texas Universities’ Applicant Pools after the Hopwood Decision”; “Hispanics in Higher Education and the Texas Top Ten Percent Law”, available from http://www. texastop10.princeton.edu/workingpapers. html See also report of this research project in Peter Schmidt, Major Shifts in College Admissions Policies in Texas Had Unforeseen Consequences, Chronicle of Higher Education, 27 March 2008. Available from http:// chronicle.com/daily/2008/03/2271n. htm?utm_source=at&utm_medium=en

11 Alfonso, M. & Calcagno, J. C. (2007). Minority Enrollments at Public Universities of Diverse Selectivity Levels Under Different Admission Regimes: The Case of Texas. Washington, DC: Research Department, The Russell Group of Universities Inter-American Development Bank www.russellgroup.ac.uk +44 (0)20 7969 5288 [email protected]

4 @russellgroup 1 – Raising attainment

Raising attainment

Achieving the right level of attainment – and the gap that still exists between advantaged and disadvantaged students – is the fundamental problem that stops young people applying for and achieving a place at a highly selective university. It is also the problem that requires the most intervention from Government and its agencies because it stems not just from challenges in the school system, but involves broader societal issues too.

Russell Group universities work extensively with schools and colleges Supporting of all types, across the UK, to support secondary schools teachers to identify and build on Supporting academies potential – and to raise the attainment of pupils, particularly those from Teacher disadvantaged backgrounds. Settingschools up CPD Tuition Our universities do this in a variety of proactive ways, including: sponsoring Master- academies or setting up schools; classes

running substantial, long-term sessions Summer Summer Revision schools programmes with students from poorer backgrounds; providing continuing

professional development for teachers; clubs parents

delivering academic support through Homework mentoring, and supporting after-school with Working Sharing homework clubs and revision sessions. facilities Collectively, Russell Group universities’ mathsSupporting education students and staff have an enormous Literacy Mentoring reach, working with thousands of schemes young people and teachers in the UK. Long-term The examples below provide an insight programmes into just a few of the ways Russell Primary school Group universities work with school programmes and colleges to raise attainment.

Opening doors: understanding and overcoming the barriers to university access 1 – Raising attainment

Russell Group universities’ involvement in secondary education

Supporting local schools university has strategic links – and its feeder primary schools. The Russell Group universities are working university’s Educational Opportunities with schools to help them improve team provides learning materials for over time, providing academic support pupils aged 11 to 16, and supports by creating challenging curriculum a wide range of bespoke activities materials and devising projects to including master classes at the enthuse and engage students. university. Queen Mary University of London The school has very high levels (QMUL) has established close (97.9%) of students from areas of partnerships with schools serving multiple deprivation, but applications educationally disadvantaged from the academy to the university communities in the London boroughs have risen as a result of this hands- of Tower Hamlets and Havering. on engagement, with 38 students In particular, the university has taken applying in 2014. Consequently the on the role of the lead trust partner at number of students from the academy St Paul’s Way Trust School, in Tower taking up a place at the University of Hamlets, which has now noticeably Liverpool has more than doubled. improved its GCSE results. The University of Birmingham Senior members of QMUL staff chair runs Forward Thinking which is the governing body and Trust Board as a programme for groups of local part of a broad, long-term programme schools. Each year the schools of academic and governance support involved select five Year 8 Gifted and being provided by the university. Talented students from disadvantaged backgrounds to take part in a QMUL has worked with its Trust programme of activity through to Year partners to develop an innovative and 11. They are encouraged to think about exciting curriculum for the school. their future education and career path Its biomedical science programme, in order to make informed decisions for example, examines how to tackle about progression to university, and diabetes, a subject with particular to help motivate them to succeed at relevance to the school as the school and achieve. This programme condition is a serious public health has a particular focus on progression problem in the local community. Pupils to selective institutions such as the studying the programme can talk to University of Birmingham and other Queen Mary’s research scientists and Russell Group universities, and giving use the university’s world-class labs. participants an idea of what academic The University of Liverpool is working study and student life might be like. with North Liverpool Academy – one of three academies with which the

2 Specialist maths schools These schools are the only two interest in further study. But more university-sponsored mathematics than that, the schools are working Links between schools and universities schools in the country and the to improve maths education more have the potential to raise attainment. selection processes for both schools widely through their outreach and The challenge is to make the best use are designed to identify those with professional development work with of relationships to add real value to the potential to flourish in a specialist teachers – and by acting as hubs teaching and learning at school and mathematics environment. to engage schools throughout to raise attainment levels as a result. their regions. One of the options is to focus on Students attending the Exeter particular disciplines. Mathematics School are mentored by The King’s College London mathematics undergraduates from the Mathematics School works with the The University of Exeter and King’s university and work with their peers university to run a Further Mathematics College London have developed from across the South West of England. course for new teachers to develop specialist maths schools, to offer The aim is to broaden students’ their subject knowledge. Funded by both outstanding secondary outlook and for the experience to be the London Schools Excellence Fund, education for pupils and to support a useful stepping-stone to university. the course offers new teachers core other schools’ teaching of maths training days at the Mathematics Both schools aim to provide an and other STEM subjects. School and assigns each participant education for their students that is a senior mentor who will visit the “What makes this school so special is engaging and challenging, inspiring teacher at their own school. the link between the school and the their curiosity and motivating an university. We are using personnel at the university to enhance the experience of pupils.” Dan Abramson, Head Teacher, King’s College London Mathematics School

Successful formula: The King’s College London Mathematics School aims to inspire both teachers and students

Opening doors: understanding and overcoming the barriers to university access 3 1 – Raising attainment

University Technical Colleges

University College London is one of UCL is contributing to the educational As well as studying for their GCSEs several Russell Group universities that programmes and the governance and taking a course in modern foreign sponsor University Technical Colleges of Elutec, led by Professor Anthony languages, students aged 14 to 16 (UTCs). A UTC is a new type of school Finkelstein, Dean of UCL Engineering, work together on projects which are where students learn practical skills who himself completed an designed to solve real-life problems alongside academic subjects. engineering apprenticeship in the faced by industry. Students are East End of London. supported through this challenging UCL is a co-sponsor of Elutec, a work by the sponsors and the Elutec college teaching 14-19 year olds living Elutec offers cutting-edge facilities, teaching team, and present their in east London and Essex who are including a dedicated manufacturing findings to senior executives from looking to specialise in engineering line, a robotics centre and a the partner industries. or design. Other sponsors are the hydraulic and pneumatic training Ford Motor Company, CEME (Centre suite. The college also has access Approaches used by different for Engineering and Manufacturing to UCL’s world-leading research universities vary but taken together Excellence) and Prospects Learning and educational resources. these initiatives, and others found Foundation. The college is also across the Russell Group, offer a As part of the dynamic learning supported by the Jack Petchey significant opportunity to enhance environment, industry and university Foundation for education. the quality of education and raise experts are invited to deliver attainment among pupils aspiring guest lectures, giving students an to go to a leading university. understanding of how science and technology are applied in the real world and how these subjects can improve lives.

World-class links: Students at Elutec benefit from UCL expertise

4 Imperial College London’s Reach Out Lab and Reaching Further programme

The Wohl Reach Out Lab and the hugely beneficial. Making use of The Lab also enables pupils to take Reaching Further Programme at spectrometers within the Wohl part in practical experiments that Imperial College London provide Reach Out Lab and those within would be hard or impossible to run high quality science resource the chemistry department can help in a school setting. “Allowing the for schools, which the College A-level chemistry pupils to understand pupils to take part in dissections, for believes has enormous potential to spectrometry, a very complex and example, is a fantastic experience. help transform science teaching, hard to teach part of the syllabus. To begin with, they don’t want to cut particularly within underperforming schools, or those with low progression into higher education. The Reach Out Lab is championed by the renowned scientist Professor Robert Winston, and a team of energetic young researchers. The Lab is popular with schools and has been used by significant numbers of pupils from primary level up to sixth form since it opened in 2009. This bespoke teaching space has also provided continuing professional development for STEM teachers across London, and is now expanding its reach to provide STEM resources at a national level through Look and learn: High level involvement in the Reach Out Lab from within Imperial is key. Back row L-R: Prof Sir the Twig programme – a digital Keith O’Nions (former President), Prof Lord Robert Winston, Prof Debra Humphris (Vice-Provost, Education) education project to support primary school teachers to engage children in science. “The Wohl Reach Out Lab helps to show schools the point of science by putting it in a current research setting,” says Dr Annalisa Alexander, head of outreach at Imperial College. She added: “You can see teenagers thinking science is cool after meeting our young researchers. “We did a session on enzymes recently and you could feel the excitement in the room as the pupils got to grips with using scientific equipment in a working lab.”

Having access to cutting-edge In their sights: The Wohl Reach Out Lab at Imperial College London enables young scientists to take part in research equipment is also practical experiments that would be impossible to run in a school setting

Opening doors: understanding and overcoming the barriers to university access 5 1 – Raising attainment

Oxford Young Ambassadors or even touch the tissue, but after 10 Russell Group universities work with family group and, by the end of minutes or so, they are getting stuck students who have the ability to their second year, should be able to in and talking excitedly about what achieve very high grades, but who present to larger groups, for example they find,” Annalisa added. may need extra academic support at school assemblies. In this way, the and encouragement to reach their programme empowers participants The Reaching Further programme full potential. to inform others about further and was developed in response to an higher education choices, access to increasing number of requests The University of Oxford’s Young academic taster sessions, student from science teachers for support Ambassadors programme is working finance, and the study skills they when teaching outside their area of to raise the attainment and aspirations have acquired during the course. specialism, such as biologists who of young people currently predicted have to teach physics. By linking B/C grades at GCSE level, who are Widening participation coordinator, teachers with the research community also from families with no family Robyn Pearce-Jones, describes the at Imperial, they are given access to history of higher education. programme as an innovative way to resources and real-life examples of encourage more participation in that The three-year programme recruits how science works. it gives young people who might Year 9 (13-14 year old) students from not otherwise think of university the “It’s really inspirational for teachers Oxfordshire schools who, at the time, responsibility for raising awareness to have access to early career are on course to achieve a B/C in their among their peers. researchers – they bring a relevance GCSEs. The programme is designed and passion for their subject which to raise the participants’ attainment to The programme introduces higher teachers can find harder if they A and A* grades at GCSE, and invites education as a viable option and aren’t teaching their specialism,” them to become ambassadors for encourages the young ambassadors says Annalisa. higher education. to engage others who, like them, might not have considered university. Through Reaching Further, a virtual The programme is focused on learning environment for teachers participants who have the potential “By taking part in the programme, has been set up to provide them to achieve grades that would Tom’s confidence, aspirations and with high quality resources and enable them to gain entrance to expectations for the future have continuing professional development. academically competitive universities risen exponentially. The legacy of In partnership with Twig World, a but are currently not performing the OYA programme is something new and innovative education media to their highest possible level. The I know will stay with Tom for the company helping to deliver this programme has found that these rest of his life” resource, Imperial is at the forefront students often sit at a B/C level and Parent of an Oxford Young of STEM curriculum support. their reasons for lack of attainment are Ambassadors student varied, including low aspirations, lack of support or caring responsibilities Oxford Young Ambassadors work at home, struggling to engage in the closely with Oxford student mentors, curriculum or a lack of clarity about who meet them once a month to take future careers. part in drama workshops, chemistry In becoming ambassadors for higher demonstrations, visits to museums, education, the participants are botanical gardens, and other activities helped to focus on presentation and at many Oxford colleges. assertiveness skills, so that by the end In the second and third years the of their first year on the programme ambassadors work on academic they will be able to present to a sessions which are designed to help

6 Confidence boost: the Oxford Young Ambassadors scheme encourages young people to reach their full potential – and to tell others about their experiences

them work towards achieving the Find out more The University of Glasgow’s Top top grades at GCSE. Up programme helps prepare about Russell Group pupils for the transition from school “What is really exciting is seeing universities’ work on to university by introducing them young people respond to the to new learning methods and by mentors, who are only a few years raising attainment helping them develop skills such older than them,” said Robyn. Cardiff University’s Step-Up to as critical thinking, independent “We welcome students from non- University Programme develops a learning and essay writing. traditional backgrounds who can relationship over three years with help the ambassadors rethink their pupils in schools from which there Queen’s University Belfast’s preconceptions about going to have traditionally been low rates of Queen’s Academy programme university. It is amazing to see the progression to university. Through works with pupils across Northern impact that this can have.” e-mentoring, general and subject Ireland to develop their potential specific events, and by offering to study at university. Activities At the end of the programme the 30 guidance during the application such as residential sessions and students a year who take part during process, the programme aims to masterclasses help to develop Years 9, 10 and 11 – the 13-16 age support secondary school pupils pupils’ confidence and enhance range – are invited to a graduation from disadvantaged areas— raising their academic skills. ceremony at the university. both aspirations and attainment. The Student Tutoring Scheme at Robyn and her colleagues say the Durham University’s Supported the London School of Economics graduation is such a memorable Progression two-year programme and Political Science brings together day that most ambassadors’ families identifies talented pupils in the student tutors and disadvantaged and friends want to attend. They in North East, Cumbria and West pupils aged 11 upwards from state turn often tell a wide range of other Yorkshire with the potential to study schools and FE colleges in Greater local people, helping to spread the at a university like Durham and who London for weekly one to one or message even further that university will benefit from additional help and small group sessions aimed at raising can be for them. support to reach their full potential. achievement and aspiration.

Opening doors: understanding and overcoming the barriers to university access 7 1 – Raising attainment

In presenting these varied case examples, we have only scratched the surface. There is a much wider range of work going on at Russell Group universities to raise attainment, improve information, advice and guidance, and support students than we could ever hope to capture here. But we hope we have shown the level of commitment and determination that exists across our universities to improve access to their institutions – and more than that, to help widen higher education participation in the UK and ensure that every student with the qualifications, potential and determination to succeed at a Russell Group university has the opportunity to do so, whatever their background.

8 2 – Information, advice and guidance

Information, advice and guidance

The quality of information, advice and guidance given to students ahead of their application to university varies significantly between schools and colleges. Russell Group universities know that lack of relevant information – or worse, misinformation – can cloud the picture and create ‘false barriers’ to access. This is why the Russell Group and its member universities invest significant time and resources in developing and delivering high quality information, advice and guidance initiatives.

We want students to aspire to do well Challenging negative throughout their school years, and perceptions and raising to benefit from the best information, aspirations advice and guidance possible. Raising aspirations and increasing We aren’t able to cover every awareness of higher education from an example in this short section, but we early age is key to ensuring talented have highlighted three key themes students know that a place at a Russell typically addressed in our universities’ Group university is well within their information, advice and guidance work: grasp. If, for any reason, students have • challenging negative perceptions a sense that university might not be and raising aspirations; for them, it can deter applications from those with the ability and potential to • choosing the right subjects succeed. These negative perceptions and understanding course need to be challenged and overcome, requirements; and and our universities are tackling this through a variety of approaches. • advice on applications. Many of the programmes facilitated by Russell Group universities to address this issue are designed to tackle other problems too. For instance, while the Children’s University of Manchester, overleaf, sets out to challenge negative perceptions of university in the community in a colourful and engaging way, it is also aiming to raise pupils’ aspirations and attainment.

Opening doors: understanding and overcoming the barriers to university access 2 – Information, advice and guidance

The Children’s University of Manchester

The Children’s University of their future based on their immediate aims to raise children’s aspirations for Manchester is an interactive website environment,” says Alison Gregory, their own future. aimed at sharing the knowledge and student recruitment and widening “If they go to secondary school expertise of a research-intensive participation officer at the university. with the idea that they could go to university with its wider community, A key aim is to give children an university in the back of their minds, and particularly primary schools. The idea of what university life is like they are much more likely to keep it website provides learning materials by introducing them to students, there as they get older.” that schools can use on whiteboards staff and graduates via profiles and computers, as well as educational Alison Gregory, student recruitment and and video clips. These show that games and video clips that bring the widening participation officer the University of Manchester is a university into the classroom. All the welcoming, accessible and exciting The website’s teaching and learning content is aligned with existing web- place. By introducing young children materials are designed to be used based materials for students at Key to the idea of university, and by for group and individual work, in Stage 2, the seven to 11 age range. raising awareness of the benefits and the classroom and for homework. “It’s important to reach out to children opportunities that higher education Importantly, the website is also before they go to secondary school. can bring, particularly for students designed so that parents or carers At the age of seven or eight they from traditionally unrepresented can use it to encourage and support are starting to make decisions about sections of society, the project also children in their own homes. The Children’s University is just one strand in a number of programmes for children at Key Stage 2, including school visits to the university and outreach work in schools. The programmes support one another and are all aimed at children and families in Manchester without a history of attending university. All the strands present information about university in colourful material and use quizzes and other activities to help engage children. Student ambassadors also play an important role as positive role models. This approach enables children to see that students are ordinary people – and being able to ask them questions in person helps them to imagine university life and ultimately aspire to going to university themselves. Within half a mile of the university there are pockets of significant economic and social deprivation. The university is working hard to reduce the barriers faced by young people in these most disadvantaged areas and is determined to make a difference to Engaging young learners: The Children’s University of Manchester has an the local community. accessible web presence

2 The University of Edinburgh’s Educated Pass scheme

At the University of Edinburgh, and commitment to their education. Some 150-180 boys have participated football is being used in an innovative The sessions provide generic advice in the scheme each year since it way to reach some of the groups least on school, college and university began in 2006/07 with early funding likely to apply to university. pathways, using sport-related courses from the Sutton Trust. as a ‘hook’, but also demonstrate that There is a challenge in getting young Of the first cohort of boys to educational and career opportunities men to apply for a higher education participate in the initiative in 2006-7 exist outside the world of sport. course, particularly if they come from Examples may include a graduate who a family with no history of attending • 92% completed S5 (fifth year) read French and who now works for university. compared to the Scottish national UEFA in Switzerland, or the graduate average of 75% in 2010-11 Drawing on successful examples in architecture who designs stadia. such as in the Netherlands, where • 68% completed S6 (final year) the first division team Ajax has a compared to the national average strong tradition of working with young Sessions such as ‘the rights of the of 56%. players to encourage participation game’ look at issues surrounding Of those who completed S6, 67% in education, the University of human rights across the world. These progressed to higher education Edinburgh developed its Educated are brought alive with examples of compared to the national average Pass programme. The programme athletes who have taken a stance of 36%. works with local boys’ football against political oppression or teams, targeting boys from under- protested against civil war. Using Five members of that original cohort represented groups in the 13-16 age football to teach science, other went onto study at the University of range. Its aim is to engage the boys, sessions look at, for example, the Edinburgh – and one has joined a their coaches and their families in neuroscience behind concussion in professional football team in Scotland. educational opportunities through a modern sport. shared passion for sport, and football in particular. The programme is innovative in its approach in that it does not work through schools: boys are targeted through their local football clubs, and their football coaches - rather than their school teachers - are involved in promoting messages about the importance of learning. “The coach is the person young footballers really listen to, so I thought about how to take our message out of the classroom and into the locker room.” Neil Speirs, University of Edinburgh widening participation team The programme’s eight sessions take place in the clubhouse over 18 months, first involving parents to ensure their support, then focusing on the coaches. The aim is to build on the boys’ commitment to sport in order to generate a similar interest Long-term goal: Edinburgh University’s Educated Pass scheme reaches students through sport

Opening doors: understanding and overcoming the barriers to university access 3 2 – Information, advice and guidance

University of Cambridge Area Links Scheme

Although the University of Cambridge For example, Downing College is “Having a direct link to a specific has a world class reputation, some linked with Cornwall, Devon and team of admissions and outreach sixth formers feel that Cambridge is Dorset. Downing’s SLO runs a series staff can help open the door into not for them – a misperception which of information days for Year 12 the university” can deter them from applying. To students aged 16-17 in the south west, Tom Levinson, head of address this, the Area Links Scheme bringing admissions staff and students widening participation was set up in 2000 to provide schools from the university into schools and and colleges with a straightforward colleges. Each summer the SLO “Schools and potential applicants way to contact the university, and organises a free residential event in no longer feel they are dealing with to help the Cambridge colleges college so that potential applicants a large institution, but rather with build more effective relationships who would not otherwise get the a smaller and more intimate one with individual schools and colleges opportunity to visit the university which has links with, and a good throughout the UK. can experience Cambridge understanding of, their local context,” for themselves. said Tom Levinson, head of Under the scheme, each widening participation. undergraduate college at Cambridge In London, Clare College runs is linked with one or more local a mentoring scheme for young authority, London borough, nation and people in Hackney. Every year the region in the UK. Each of the colleges college runs a mentor scheme for employs a dedicated schools liaison Year 12 students in partnership with officer (SLO) to provide support to and Linklaters. The Year 12 students work develop relationships with schools in with mentors from the company as their link areas. This means every UK well as with students from Clare. school has a named point of contact The sessions focus on improving with the university. interview skills, how to write a good In 2012/13, through the personal statement and how to The work of the SLOs is tailored to choose a university and course. Area Links Scheme, the specific needs of their link areas. Cambridge colleges Where a college is linked with an area some distance from Cambridge, the engaged with: SLO might spend a week or more at a time in the area, visiting schools and running events. SLOs in colleges with 73,000 closer link areas may focus more on students events which bring young people and teachers into their college. 5,000 teachers from 4,700 schools across

2,000events

4 Area links: each region of the UK is linked with a Cambridge college

Find out more who have the potential to access higher education but who do not Each University of Oxford college have a family tradition of going to is linked with a local authority in university. They take part in activities the UK to ensure that each school such as ‘The Student Apprentice’ - an has a first point of contact within enterprise day where pupils aged 14- the university. 15 work with entrepreneurs to pitch a The University of York’s Shine business concept. project works with pupils across The London School of Economics Yorkshire and Humber aged 10-16 and Political Science’s programme, to raise aspirations, broaden their Moving On, supports children horizons and enhance attainment in their move from primary to levels. Participants are identified secondary school by showing them by their school as being high that change happens throughout achieving and from backgrounds life and can be a positive currently under-represented in experience. The programme is higher education. often their first taste of university The University of Sheffield’s and so is also designed to help Discover US is an aspiration-raising raise aspirations. programme for 13-16 year old pupils

Opening doors: understanding and overcoming the barriers to university access 5 2 – Information, advice and guidance

Informed Choices

Russell Group admissions teams often A range of other subjects are also find that students have limited their identified as being essential or useful chances of applying to our universities The facilitating for particular undergraduate courses. because they’ve not chosen their subjects are: For example, for general engineering A-level or equivalent subjects well. degrees, mathematics and physics That’s why the Russell Group has MATHS are typically essential A-level published a guide to help students FURTHER MATHS qualifications, but other useful A-level make those choices. qualifications include further maths, PHYSICS design technology and computing/ Informed Choices, which brings computer science. together expert advice from careers BIOLOGY advisors and admissions professionals CHEMISTRY “It is so disheartening when young at Russell Group universities, takes HISTORY people with huge potential want to students and their advisors through apply to a Russell Group university their options by showing how A-level GEOGRAPHY but discover too far down the line subject choices have an impact MODERN AND that they haven’t studied the A-level on which degrees will be open to CLASSICAL subjects the university requires for the students. The guide identifies which course,” said Dr Wendy Piatt, Director A-level subjects leave the most LANGUAGES General of the Russell Group. options open for students – the ENGLISH “Our consistent advice is that taking ‘facilitating subjects’. LITERATURE two facilitating subjects will keep a wide range of degree courses and career options open. This is because these are the subjects most commonly required by our universities and hundreds of courses require one or more facilitating subjects.” Universities work extensively to provide their own detailed information and advice about subject choices and specific entry requirements, but the strength of the Informed Choices guide is that it brings this information together into one accessible format. As a result, the guide is used widely in schools as a resource in their options evenings and it is also used by Russell Group university outreach teams during their visits to schools. This is one of several examples where collaboration across institutions, in this case facilitated by the Russell Group, can really add value for students and teachers.

Expert advice: Informed Choices can be accessed on the Russell Group website

6 UNIQ at the University of Oxford

Following five years of support from UNIQ is supported by subject 9000 posts from students looking to the Helsington Foundation, the UNIQ tutors, Oxford museums, libraries, talk with each other about not only summer schools programme was departments and colleges, and this UNIQ related topics, but also typical established in 2010 in order to widen has proved absolutely crucial to teenager conversations and debates. access to the University of Oxford for the successful development and In November and December each state school students. Five hundred delivery of the UNIQ summer schools. year the University holds a variety students were accepted onto the Student mentors from the University of evening events to cater for UNIQ 2010 programme, and since then the accompany participants, providing students that are either attending the programme has increased in size with subject specific advice and guidance Oxford interviews or have just started each consecutive year, leading to as well as taking supervisory studying at the University, these give 1001 students attending the schools responsibility for students during the students an opportunity to not in 2014. their time in Oxford. only catch up with each other but to also gain further advice if needed. The summer school aims to target “There were so many great highly academic students who have moments. One of the overall “I’m not usually one for hyperbole, experienced some educational or highlights was how friendly and but the summer school was one of socio-economic disadvantage, or who approachable the mentors were.” the best weeks of my life. It was a belong to a group which is under- massive confidence boost, not just UNIQ student represented at Oxford. 98% of 2014 academically but in a general way too; UNIQ participants fell into at least In total 3757 students (20% of total after a day or two I was comfortable one recognised category of social UNIQ applications) have taken part in speaking to people I didn’t know, I deprivation. the summer schools across five years. was happy to talk maths in front of The University was delighted recently a bit of a crowd and after arriving in The UNIQ summer schools are to give conditional offers to 237 UNIQ Oxford on my own I had no qualms only open to students studying in 2013 participants into a range of about travelling independently. I had their first year of further education. undergraduate degree programmes. an amazing time on UNIQ and I didn’t Participation in the summer school With 665 UNIQ students now studying want to leave!” takes place during one of six weeks in Oxford, every college has at least in July and August. Students apply UNIQ student one UNIQ alumnus. for one of thirty five specific subjects, and the week-long summer school The Widening Access team at Oxford aims to give them a realistic view of adopts a holistic approach with the an undergraduate timetable and to students and facilitates this with Find out more online pre-UNIQ forums and several inform students of the opportunities University College London post-summer school events. In 2014 Oxford has to offer, together with runs Bring Your Parents to the UNIQ forums gathered close to advice on applying to the university. University visits which focus on making the right choices at school and discuss the challenges and opportunities of higher education from a parents’ perspective. The University of Cambridge runs The Subject Matters sessions with Year 11 pupils to highlight the importance of suitable A-level (or equivalent) subject choices when making an application to a selective, Summer school: UNIQ participants meet Professor Andy Hamilton, research-led university. Vice-Chancellor of the University of Oxford

Opening doors: understanding and overcoming the barriers to university access 7 2 – Information, advice and guidance

Advice on applications

Russell Group universities are keen well at interview. Tutors are often to ensure that no barriers to access, looking for evidence of self-motivation either real or perceived, exist in their and enthusiasm for a subject, and admissions processes. Each university questions can be used to show an publishes their own admissions interviewee’s ability to think clearly policy, which details the ways in and apply logic and reason to an which they ensure that fair admissions idea that has not been encountered practices are embedded throughout before. In particular, universities want their processes, and staff and tutors applicants to see the interview as an undertake regular training. opportunity to stretch themselves in an area they are interested in. Skills Admissions staff and tutors are skilled tested at interview are crucial for at using a wide range of methods undergraduate study. to seek out high quality candidates and in particular to identify where, Additional tests are used in a similar because of personal circumstances, way. The STEP mathematics exams an individual’s grades might not fully and Mathematics Admissions Test, for reflect their potential. For example, example, are designed to test a the personal statement, teacher student’s aptitude for university study references and predicted grades in maths and related subjects. The can provide valuable additional exams are certainly not intended to insights. Some universities also use test how well a student has been interviews and extra tests to ensure taught at school. Instead the tests that pupils with real potential can be should give the applicant a chance to identified from among a field of highly show their ability to apply standard qualified candidates, who may all look techniques in unusual ways and outstanding on paper. situations – just as they will be expected to do at undergraduate level Interviews can also be a valuable study. STEP papers can sometimes opportunity for prospective students form part of a university’s offer to a to demonstrate their passion, student. Questions are longer than at commitment and suitability for their A-level, and demand persistence and chosen subject. A well-structured insight. As such, these tests are an interview will be designed to assess opportunity for the most able students a candidate’s academic abilities to demonstrate their potential. Marks and potential. As the example from are awarded for candidates who make Cambridge demonstrates, students good progress towards the solution, do not have to give perfect answers as well as for getting a correct answer. or a polished performance to do

8 Post-qualification within which institutions consider not admissions system (PQA) just qualifications, but also personal statements, references, and in some The current UCAS admissions process cases performance at interview and in and timetable allows universities admissions tests. time to make careful and informed admissions decisions about each The process involves a lot of time and candidate. A post-qualifications large numbers of staff. Any system of admissions system – where students PQA would need to preserve time for apply to university after having universities to consider applications received their A-level or equivalent fully. A very tight timetable could grades – would reduce the time require institutions to replace the for universities to conduct fair, existing admissions process with a thorough and holistic assessments much more mechanistic approach of candidates. The UCAS admissions based on qualifications alone. process is designed to make sure that Some students with great potential students are able to take up their firm would miss out on a place, and offer, or give them a second chance such an approach could particularly with an insurance offer if they miss disadvantage non-traditional out by a few grades. For students students. who have exceeded expectations, The application system is a good the current system allows time for indicator of attainment at A-level, adjustment and clearing stages, giving the overwhelming majority of enabling students who have done students a fair chance of applying to a better than they thought to ‘trade up’ course that will match their aptitude. to another university or course. The difference between actual and Currently, A-level results are predicted grades is usually small, released in mid-August. If university and in the majority of cases where applications were not assessed until there is a discrepancy between the then, this would leave universities actual and predicted grade, grades with a very short window to make are over-predicted not under- that assessment, make offers and predicted1: confirm final student numbers for the forthcoming term. • 90% of predictions are accurate to within one grade Having only a very short period of time in which to assess and process • For all grades and all backgrounds, applications, could be counter- 44.7% are correctly predicted and productive in terms of widening 46.7% are over-predicted. Only 8.7% access. A key feature of the current are under-predicted. admissions process at Russell Group institutions is the holistic approach,

Opening doors: understanding and overcoming the barriers to university access 9 2 – Information, advice and guidance

Russell Group teacher conferences

Teachers play an absolutely vital role in supporting their students to Topics covered during our progress to Russell Group universities, and so it is important to develop and teacher conferences include: maintain a strong dialogue between ACADEMIC schools, colleges and our universities. REFERENCES One way our universities are achieving this is by working together PERSONAL to hold Russell Group teacher STATEMENTS conferences. ADMISSIONS Anne-Marie Canning, head of REQUIREMENTS widening participation at King’s College London, puts it succinctly: APPLYING TO “More information can be really MEDICINE helpful for teachers who are supporting sixth formers applying to STUDENT FINANCE Russell Group universities and the CAREERS AND best way to do this is providing clear EMPLOYABILITY advice for teachers in one place.” The conferences, which involve staff All Russell Group universities engage from all 24 Russell Group universities extensively with teachers, but the real along with current students, strength of the conferences is that are a practical way of providing they bring together expert advice comprehensive information about from all 24 Russell Group universities Russell Group admissions in one – something teachers value highly. day – significantly reducing pressure The conferences are targeted at state on teachers’ time and ensuring they schools and colleges and held in are able to see the full Russell Group different locations around the UK to picture in one go. ensure as many teachers as possible The conferences give teachers the can attend. To widen the reach of chance to attend a wide range of the conference, the conference workshops and sessions organised materials and presentations are being and co-delivered by staff at Russell developed into an online resource to Group universities. help teachers who are unable to get teaching cover or who cannot attend for other reasons.

10 Cambridge’s preparing for interview and interview videos

Interviews at the University of candidates, just as they would in Cambridge give applicants the preparation for an admissions interview. Tips given in the films opportunity to show their ability to Perhaps surprisingly, the videos show think critically and independently, to include: each of the applicants stumbling over engage with new ideas and to think questions. — Do re-read your conceptually. In turn, this gives the application and think university a greater insight into how “It’s a common misconception that the applicant might respond to the to be successful a candidate has to about why you want teaching methods used at Cambridge. answer every question perfectly and to study at Cambridge give a very polished performance” “People are understandably — Wear something apprehensive about the interview Dr James Keeler, senior tutor and as it is something that few have any admissions tutor at Selwyn College, comfortable and experience of,” says Dr James Keeler, Cambridge arrive early senior tutor and admissions tutor at “The interview is designed to make Selwyn College, Cambridge. “Also, the candidate think,” explains Dr — Don’t be influenced by it is sadly the case that despite all Keeler. “As much as anything else, what other applicants our efforts, there remains a lot of the interviewers want to see these tell you they have misinformation out there.” thought processes in action. So been asked In order to tackle those myths, and going back over something, working show potential applicants what an through something which is not quite interview is really like, the university right, or giving hints, is all part of the commissioned two films from award- process. winning film makers Contra. “The key thing is that candidates The university was determined should not give up if they get stuck, to make the films as authentic as but should listen to what is being said possible. Dr Keeler, together with and try a different track.” admissions colleagues from other colleges, interviewed four student volunteers as if they were applicants in the current round. Three of the student volunteers were unconditional offer holders: they had already taken their A-levels, but had not yet started at Cambridge, bringing them as close as possible to the level of academic knowledge of a typical interviewee. The interviewers reviewed the real application forms submitted by the

Video advice: Films show interviews at Cambridge taking place in a setting that helps put the applicant at ease

Opening doors: understanding and overcoming the barriers to university access 11 2 – Information, advice and guidance

In presenting these varied case examples, Reference we have only scratched the surface. There 1 UCAS, Estimating the Reliability of Predicted Grades (2005). Available from http://www. is a much wider range of work going ucasresearch.com/documents/Predicted_ on at Russell Group universities to raise Grades_2005.pdf attainment, improve information, advice and guidance, and support students than we could ever hope to capture here. But we hope we have shown the level of commitment and determination that exists across our universities to improve access to their institutions – and more than that, to help widen higher education participation in the UK and ensure that every student with the qualifications, potential and determination to succeed at a Russell Group university has the opportunity to do so, whatever their background.

12 3 – Alternative routes to Russell Group universities

Alternative routes to Russell Group universities

Not all students enter Russell Group universities through a ‘traditional’ route. This section examines some of the alternative routes that are available to students who may not otherwise meet standard entry requirements or who face other challenges related to their background or personal circumstances.

Russell Group universities have Russell Group universities often developed a number of routes for make targeted use of ‘contextual students who wish to apply to a information’ to help inform admissions course, but who may not fulfil the processes and access programmes. ‘typical’ A-level entry criteria. One By drawing on a range of information, example is offering extended degree such as school performance, socio- programmes which take longer than economic or geographic data, or standard degrees, allowing students whether a student has spent time in more time to develop knowledge care, a candidate’s qualifications can and confidence. Foundation degrees be put into a broader context. allow students without traditional qualifications to be taught in a further education college, before making the transition to studying at undergraduate level.

Opening doors: understanding and overcoming the barriers to university access 3 – Alternative routes to Russell Group universities

Access to Leeds

Access to Leeds is an ‘alternative’ While some applicants do achieve admissions scheme, run in parallel to their standard offers, staff running the the standard admissions process at the programme believe it offers crucial University of Leeds, which guarantees reassurance and removes a sense of special consideration for students risk which could put some potential whose personal circumstances may students off applying. affect their ability to demonstrate talent Richard Kemp, the manager of the through grades alone. But they must contextual admissions scheme at demonstrate their potential through Leeds, says: “The most significant other means. benefit of the scheme is that it takes Central to the scheme is the Access the risk out of applying. Applicants may to Leeds module that students be nervous about applying and the must complete. This module covers programme is a clear indication that study skills and subject skills, and is the university wants them.” designed to help students make the Applicants need to satisfy two of seven transition from school to university life. criteria, including whether they come “For me, the Access to Leeds from a low income background; are the module was a great way to ease into first generation in their family to apply university life so that when I started to university and whether they come my course I was less nervous. I from a post code area with a low level was able to experience the type of applications to higher education. of questions and topics I would be UCAS applications to Leeds are also answering at university, and having sifted by the admissions department access to journals and text books to help identify eligible applicants who really helped me understand what don’t know about the scheme, but who independent learning is like. My could benefit from it. advice to students applying through the Access to Leeds scheme is, Tracking data shows that the majority don’t let the module or the extra of students on the programme achieve application put you off – the extra either a first or 2:1 and the university effort will really pay off in the is currently carrying out research on long term.” destinations of graduates. Law student involved in Access to Leeds The scheme has become very popular and well known since it started 10 Students who complete the Access to years ago, when just 35 students a Leeds programme successfully and year took part. In 2014 more than 600 who received a course offer will also students registered on University of receive an ‘Access to Leeds offer’ Leeds degree programmes through which is typically two A-level grades the scheme, which is one of the largest below the university’s standard of its type in the UK. offer for that course (e.g. BBB rather than AAB).

2 Supported entry to medical degrees

King’s College London – “Students can come with a range of Staff believe the slightly slower pace Extended Medical Degree needs and staff are experienced at helps build students’ confidence Programme assisting with issues such as financial that they can succeed on the course. problems or difficulties balancing Despite the additional challenges The Extended Medical Degree family responsibilities and studying.” faced by applicants from non- Programme offered by King’s College traditional backgrounds, the course’s King’s makes strenuous efforts to make London is aimed at educationally retention and success rate since sure the course recruits non-traditional disadvantaged students and students 2009 is 92%, which is within touching students, by seeking out bright from non-traditional backgrounds distance of the 97% achieved by applicants from non-selective state who have the potential to complete students on the standard five-year schools in London, Kent and Medway. a medical degree successfully. The medical degree at King’s. programme offers a full medical Applicants need to have at least three degree but, by extending it by a year, it Bs in relevant A-level subjects. Since allows students more time to develop the programme started in 2001, nearly subject knowledge and confidence, 500 students have enrolled, and more and gives greater access to pastoral than 150 have graduated. and academic support from staff. • Now in its 14th year, more than Programme director at King’s Dr 300 students are currently Stephen Thompson says: “This is all studying on the Extended about taking little steps and giving Medical Degree Programme. appropriate feedback to build learning, develop students’ confidence and help • Each September King’s takes them grow over time. another 50 eligible students on to the course.

Medical outreach: EMDP students also act as ambassadors

Opening doors: understanding and overcoming the barriers to university access 3 University of Southampton ‘I believe the BM6 scheme is – BM6 Programme essential in encouraging those into medicine who would otherwise not The University of Southampton have had the opportunity or believed also runs a six-year medical degree they had the ability. It has helped my programme, ‘BM6’, with the aim confidence and belief in myself that of widening access to medicine I can do it, and it’s great to see my for students from more diverse other friends from BM6 grow in the backgrounds and providing them same way. I hope to be a GP when I with the support they need to have finished studying’. succeed both on the course and in the profession. Some students on BM6 student at Southampton the course are carers, and others work as well as study. These students face extra stresses, and are often A unique part of the Year 0 required to undertake family duties curriculum is the Professional Practice at short notice. Others face a weight modules. Students go on a range of of expectation, not only from their observational healthcare placements, families but sometimes from the wider enabling them to gain experience in community too. environments that previously they might have found inaccessible. The The admission process for the BM6 modules allow more time to focus on degree programme makes use of developing professionalism, which can contextual information and tailored be important for those students who interviews, and the academic entry are less likely to have professionals as requirements are lower. Students role models in their lives. must meet specific eligibility criteria relating to their socio-economic The BM6 programme has been background, but students are not successful in attracting students from expected to have healthcare-related non-traditional backgrounds. There work experience. has been more than 60% participation on the course from those who are the A specially designed preliminary first in their family to go to university. year, ‘Year 0’, allows students time Likewise, the percentage of students to address any gaps they may have who (independently or through their in knowledge or attainment and to families) receive a means-tested develop their confidence so they benefit or the education maintenance can continue to Year 1 of the degree allowance has been consistently programme. Between 2002 and above 98%. 2012, an average of 90% of students progressed successfully to Year 1 of the course.

4 Warwick 2+2 and Liverpool Foundation Degrees

Warwick 2+2 Students study in the familiar college University of Liverpool environment and begin by studying – Foundation Degree Many of the students on the University first year degree modules such as programme of Warwick’s 2+2 Social Studies and research methods, which prepare them Health and Social Policy course left for university. At the University of Liverpool, a school at 16 and never thought they foundation year programme for would one day attend a leading There is also a significant investment medicine, dentistry, veterinary and university and go on to a graduate job. in student support: during their allied health professions gives college years students will have up to students time to adapt to being in The 2+2 programme allows students four times as many contact hours as full-time education. The programme is without traditional qualifications to conventional students at the university. based at two nearby further education spend two years at a local further Those on the 2+2 courses also make colleges and at the university, and is education college studying for a much more use of the university’s available to students from across the University of Warwick degree before central support services in areas such country. continuing to study at the university for as finance and welfare. a further two years. Introductory years While the foundation year helps the at a further education college can help When they have completed the two students academically, it also removes someone who has not experienced college years, students choose from risk for mature students, because formal education for a number of years, a range of interdisciplinary modules it guarantees them a place on the giving them the chance to adjust to offered at the university, which they relevant degree course if they achieve studying again, away from the more study with other ‘traditional’ students, a certain mark in their exams. Nearly formal academic environment of a as well as specialist modules for adult 100% go on to do a medicine, dentistry, research-intensive university. students offered in the Centre for veterinary or allied health degree. Lifelong Learning. The programme takes 85 entrants The 30-40 students taking the a year, who come with either The programme has run for 25 years programme each year must have access level or vocational level 3 and has a track record of graduates GCSEs and range in age from their 20s qualifications, although some have no progressing into areas such as social to early 40s. They may have worked level 3 qualifications at all. These are work or into teaching or working in in healthcare settings, and some may mainly students who may have missed local government. Some also go on to have degrees in non-related subjects. out on educational opportunities postgraduate study. The strong relationship with the FE earlier in life, or who may have faced The growing programme will admit colleges is a real strength of the barriers to continuing their studies. 110 students for 2015 year of entry, course and both the university and the Applicants take an entrance exam and through links being developed with colleges learn from each other. are interviewed, giving tutors involved an additional college in Leamington in assessing candidates a chance to Spa. The intention is to have some 300 evaluate their potential. Tutors at the students across the four years by 2015. participating colleges in Coventry, Solihull, North Warwickshire and Hinckley - and in future in Warwick and Leamington Spa - will also have made a recommendation to the university. Find out more The University of Nottingham Foundation courses are designed The University of Birmingham’s for those whose school-leaving College of Engineering and Physical qualifications do not meet Sciences runs Foundation Year requirements for direct entry to courses for students who do not hold undergraduate programmes, for the required qualifications and who example, an incorrect mix of A-level need further preparation. subjects.

5 3 – Alternative routes to Russell Group universities

6 4 – Student support

Student support

There has been much misinformation about the effect of fees in England on access. As highlighted in part one of this report, since the introduction of fees Russell Group universities have attracted more students than ever from non-traditional backgrounds.

With no up-front fees, repayments only when they are affordable and generous help with living costs In 2015-16, the 20 Russell Group available, money worries shouldn’t stop anyone from applying to a Russell universities in England alone Group university. Generous bursaries and scholarships will be investing £234 million enable our leading universities to attract talented students from a wide in scholarships, fee waivers, range of different backgrounds. They are a useful weapon in the battle to bursaries and outreach activities overcome barriers caused by a lack of information and preconceptions about aimed at the most disadvantaged the affordability of studying at a Russell Group university. They are also helpful – with additional investments in encouraging students to apply for a course and institution best suited to being made across the their abilities and that will maximise their life chances. Devolved Administrations. Bursaries also help make sure students, particularly those from low-income backgrounds, are able to Evaluations conducted each year with meet the extra living costs involved student bodies confirm the importance in studying at a university. They give of this support; very high numbers of students ready cash to spend on students say that the bursaries and books, travel and accommodation, and scholarships offered are crucial to their the means to continue studying with continuation and success on a given financial pressure taken off, enabling course. them to achieve higher levels of attainment than they may otherwise However, student support is not just have done. financial. Peer support and on-course mentoring provided at our institutions Higher tuition fees have enabled keep students from under-represented our universities to expand the range groups on track during the first year of and level of expenditure on bursary their course. provision and other support measures. Across the Russell Group institutions in England, on average nearly 33% of additional fee income received is spent on students who need it in the form of bursaries and additional support.

Opening doors: understanding and overcoming the barriers to university access 4 – Student support

Bursaries

Bursaries can play an important part University of Birmingham Research undertaken at Nottingham in encouraging participation but, used shows that bursaries attract low- effectively, they can also have other Gail Rothnie, head of outreach income students to the university, and wider-ranging benefits by helping at the University of Birmingham, that they ease the financial concerns to drive attainment and encourage describes the bursaries offered by the of undergraduates during study. retention among non-traditional university as a series of overlapping Importantly, bursaries reduce the students. initiatives, with those in the greatest need to do paid work. need receiving the greatest financial Effective bursary schemes help assistance. At Nottingham, at least a third address the concerns of some of students are eligible for the students who feel they may not be Some bursaries are also tied to University Core Bursary, which able to finance their years of study. attainment, encouraging a high level offers up to £3,000 for each year of There should be no reason for of academic work. undergraduate study. This is a means financial worries to present a barrier The university also offers a Gateway tested bursary based on the student’s to studying at one of the country’s Bursary for internships or other household income. best universities. activities to support employment, which students on low incomes might otherwise not be able to access due University of Oxford Newcastle University to travel costs and lost pay, as they Financial support for undergraduate The very direct financial impact that may have been planning to work students at Oxford is a feature of the bursaries can have can be clearly during the holidays. work of the university and its colleges. demonstrated. Emma Reay, senior This bursary supports students In addition to bursaries and tuition fee student recruitment manager at from priority groups to take up reductions, the collegiate University Newcastle University, explains how opportunities that will help improve has always offered additional support their bursaries support a range of their personal and professional to students through a number of students. In one case a young woman development. Support is available additional financial assistance who had been in care received a up to a value of £2,000. schemes, including supplementary bursary which gave her significant financial provision offered by colleges. practical help during the challenging “Bursaries are about access and The collegiate University continues transition to university. encouraging non-traditional students to reach their full potential,” says Gail. to devote substantial resources to Receiving a bursary meant she would “They are also about helping them providing generous maintenance not need to work and could focus access experience which will make bursaries up to an estimated £7.2 on her maths degree. It also had the a huge difference when they look million in 2015-16, and to maintaining advantage of giving her the financial for work.” tuition fee reductions worth £3.6 security to carry on renting her own million. flat at home, giving her a base during Due to the high level of financial vacation as she had no immediate University of Nottingham support, the University estimates family to stay with. Dr Penelope Griffin, head of widening students from households with Newcastle University’s substantial participation at the University of incomes of £25,000 or less will range of scholarships will benefit Nottingham, says: “Bursaries have be able to reduce the amount of approximately 30% of new an important role in encouraging government maintenance loan they undergraduate students starting students to consider Nottingham – take out by at least £2,000, based on their degree in 2015. particularly those who live too far the current lower range estimate of away to participate in our outreach Oxford living costs over nine months. activities – and in giving them more time to study while here.”

2 University of Bristol peer mentoring and peer assisted study sessions

The University of Bristol has run “Many students are unsure whether a peer-mentoring scheme since they will fit in and feel at home at 2006. It has grown to a substantial university, and our experience is that programme, offering mentoring to mentoring of new first-year students some 1,000 students - about a quarter by existing students really helps, of the first year student body - with whatever your background” 250-300 mentors offering their Zoe Pither, widening participation and support. The programme plays an student support manager, University of important role in helping people adapt Bristol to university life. The scheme makes contact with Feedback has shown that the biggest students when they get a confirmed benefits are in helping a new student offer, to ask if they would like a to settle in, answering questions and mentor. giving advice on practical topics – for example talking about accommodation Mentors generally come from the or balancing academic work, joining same course as the mentees, and clubs and societies and social life. are trained to ensure they can handle The scheme also plays an important the range of emotions which first- role in helping to flag up more serious years may go through as they start issues faced by a small minority of new their transition to university life. The students which can then be addressed scheme also allows new first-years to in other ways. make a particular request about who mentors them – for example, mature students can ask to be mentored by fellow older students. Mentors approach mentees a couple of weeks before the university’s welcome week and offer them the chance to meet up in the first week. Many show mentees around as well as meeting them to talk through the transition to university and any last- minute worries. After the first week mentors contact mentees on a weekly basis to offer support.

Opening doors: understanding and overcoming the barriers to university access 3 4 – Student support