DOCSLIB.ORG

Seren Network Evaluation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Seren Network Evaluation Social Research Number: 8/2018 Publication Date: 05/02/2018 Seren Network Evaluation Final Report Mae’r ddogfen yma hefyd ar gael yn Gymraeg. This document is also available in Welsh. © Crown Copyright Digital ISBN 978-1-78903-461-5 Seren Network Evaluation Author: Nia Bryer, OB3 Research with contributions from Rhys Davies and Suhaer Yunus, ADRC-Wales, Cardiff University Views expressed in this report are those of the researcher and not necessarily those of the Welsh Government For further information please contact: Heledd Jenkins Knowledge and Analytical Services Social Research and Information Division Welsh Government Cathays Park Cardiff Email: [email protected] ISBN: 978-1-78903-461-5 © Crown Copyright 2018 Contents List of tables .......................................................................................................... 6 List of Figures ........................................................................................................ 6 Glossary .......................................................................................................................... 7 1. Introduction ..................................................................................................................... 7 Structure of this report .......................................................................................... 9 2. Evaluation Methodology ............................................................................................ 10 Method ................................................................................................................. 10 Methodological considerations .......................................................................... 12 Profile of survey respondents ............................................................................ 12 3. Introduction to the Seren Network ........................................................................... 16 Policy context ...................................................................................................... 16 The HEI context .................................................................................................. 19 The Oxbridge Ambassador Research .............................................................. 20 Seren Network’s aims and objectives ............................................................... 20 Structure and delivery model ............................................................................. 24 4. Published Data............................................................................................................. 27 Top A Level attainment ...................................................................................... 27 Oxbridge applications, offers and enrolments.................................................. 28 Other top university applications, offers and enrolments ................................ 31 Welsh domiciled students at UK HEIs .............................................................. 32 UCAS Applicant Data ......................................................................................... 33 Conclusions ......................................................................................................... 34 5. Design, Rationale and Evidence of Need .............................................................. 35 Aims and Objectives ........................................................................................... 35 Design and Rationale ......................................................................................... 37 Complementarity of provision ............................................................................ 39 6. Delivery model and management ............................................................................ 43 Hub Boundaries .................................................................................................. 43 Collaboration between hubs .............................................................................. 44 Seren Funding ..................................................................................................... 45 Role of Co-Ordinator .......................................................................................... 47 3 Governance ......................................................................................................... 48 Role of the Welsh Government ......................................................................... 48 Seren Network Co-ordinators meeting ............................................................. 49 Data collection and reporting ............................................................................. 50 Brilliant Club ........................................................................................................ 52 Promotion and Communications ....................................................................... 53 7. Awareness, recruitment and engagement ............................................................. 55 Reasons for engagement ................................................................................... 55 Selection criteria ................................................................................................. 56 Attendance .......................................................................................................... 60 Awareness and understanding .......................................................................... 62 Communication ................................................................................................... 65 8. Programme of provision and how local hubs are working ................................. 67 Nature of Provision ............................................................................................. 67 Quality of Provision ............................................................................................. 69 Areas for improvement ....................................................................................... 71 Timings of Provision ........................................................................................... 72 Location and accessibility .................................................................................. 73 Frequency of provision ....................................................................................... 74 Views on hub management ............................................................................... 75 Usefulness of provision ...................................................................................... 76 Welsh language .................................................................................................. 78 National Conference ........................................................................................... 80 9. Engagement with HEIs .............................................................................................. 82 Nature of engagement ........................................................................................ 82 Feedback from HEIs ........................................................................................... 83 Feedback from non-engaged HEIs ................................................................... 85 The way forward to engaging HEIs ................................................................... 86 10. Difference Made .......................................................................................................... 88 Positive effects .................................................................................................... 88 Unintended effects .............................................................................................. 93 11. Final impact Evaluation .............................................................................................. 94 Introduction .......................................................................................................... 94 4 Sources of Data to Support the Evaluation of Seren ...................................... 96 Identifying Seren Participants within Administrative Data............................. 101 Assessing the Impact of the Seren Scheme .................................................. 106 Conclusion ......................................................................................................... 111 12. Conclusions and Recommendations .................................................................... 113 Annex A Survey Questionnaires .......................................................................................... 123 Annex B Data sources ............................................................................................................ 148 Annex C HEIs interviewed ..................................................................................................... 151 5 List of tables Table 3.1: Number of Participants by Seren hub ...................................................... 26 Table 4.1: A level results by grade ........................................................................... 27 Table 4.2: Welsh domiciled offer and acceptance rates at University of Oxford compared with other UK regions .............................................................................. 29 Table 4.3: Welsh domiciled applicants and acceptances at University of Oxford ..... 29 Table 4.4: Welsh domiciled applicants, offers and acceptances to University of Cambridge ...............................................................................................................
Load more

Recommended publications
  • Welsh Government Paper to the CYPE Committee on the Education
    CYPE(5)-31-17 - Paper 2 Children, Young People and Education Committee From: Welsh Government Date: 16th November 2017 Time: 09.15 -10.45 Title: Evidence paper on the Draft Budget 2018-19 - Education Main Expenditure Group (MEG) Introduction 1. This paper provides information to the Children, Young People and Education Committee on the Education Main Expenditure Group (MEG) proposals outlined in the draft Budget 2018-191, which was published as part of the new two stage process. The outline budget (stage 1) was published on 3 October followed by the detailed budget (stage 2) on 24 October. It also provides an update on specific areas of interest to the Committee. Background 2. The draft Budget 2018-19 provides a two year plan for revenue investment and a three year plan for capital investment in the provision of education in Wales. The tables below provide an overview of the planned Education MEG published in Draft Budget 2018-19. 2017-18 2018-19 2019-20 First Draft Budget Draft Budget Education - Summary Supplementary New Plans New Plans Budget Resource DEL 1,478,335 1,465,877 1,436,289 Capital DEL 100,813 168,061 176,145 Total DEL 1,579,148 1,633,938 1,612,434 Resource AME -104,958 -128,382 -138,399 Capital AME 513,397 658,439 816,483 Total AME 408,439 530,057 678,084 Total – Education 1,987,587 2,163,995 2,290,518 Budget RESOURCE and Capital DEL SUMMARY £000s Revised 2017-18 Resource 2018-19 2019-20 2020-21 2018-19 First Baseline Baseline / Draft Draft Draft Changes Supplementary Adjustments 2018-19 Budget Budget Budget Budget Original New Plans New Plans New Capital Plans Plans Resource 1,478,335 -40,736 1,437,599 28,278 1,465,877 1,436,289 - DEL 1 Within this paper, ‘/’ refers to an academic year which spans the period from 1 August to 31 July and ‘-‘ refers to a financial year which spans the period from 1 April to 31 March.
    [Show full text]
  • Fellows Elected April 2019 Honorary Fellow
    The Learned Society of Wales Cymdeithas Ddysgedig Cymru The University Registry Cofrestrfa’r Brifysgol King Edward VII Avenue Rhodfa’r Brenin Edward VII Cathays Park Parc Cathays Cardiff CF10 3NS Caerdydd CF10 3NS 029 2037 6971/6954 029 2037 6971/6954 [email protected] [email protected] www.learnedsociety.wales www.cymdeithasddysgedig.cymru To: All Fellows 8 May 2019 Dear Fellow Annual General Meeting, 22 May 2019 The Annual General Meeting of the Learned Society of Wales will be held in the Physiology A Lecture Theatre in the Sir Martin Evans Building, Cardiff University (located on Museum Avenue, Cardiff CF10 3AX), on Wednesday, 22 May 2019 at 3.45 p.m. Further information regarding the location can be found at: https://www.cardiff.ac.uk/visit/accessibility/cathays-park-campus/sir-martin-evans-building Please click on ‘University Maps’ on the right hand side of the page and search for ‘Sir Martin Evans Building’ in the list of locations again on the right hand side of the page. There will be a simultaneous translation service available during the meeting and Fellows are welcome to address the Annual General Meeting in either the English language or the Welsh language. During the meeting, newly-elected Fellows who are present (and any Founding Fellows and Fellows elected between 2011 and 2018 who have not yet been formally introduced) will be formally welcomed and introduced. Their names will be read out in turn and each will be greeted by the President and will sign the Roll of Fellows. It is important, therefore, that the list of Fellows present is accurate.
    [Show full text]
  • Beacons Learning Campus
    Beacons Learning Campus Powys County Council Outline Business Case (OBC) By CPC Project Services LLP Version No: FINAL Issue Date: 26th February 2016 The OBC is submitted on a without prejudice basis to any decisions that Powys County Council’s Cabinet might be under a duty to make in connection with any statutory proposals for school organisation, or decisions on other approvals that might be necessary in order for the project to proceed. Ian Roberts, Head of Schools Senior Responsible Officer 1 2 Foreword The Outline Business Case (OBC) is submitted by Powys County Council, in conjunction with NPTC Group of Colleges, and has been developed in conjunction with a composite team from the Council. The OBC has been prepared using the agreed standards and format for business cases, as set out by HM Treasury and Welsh Assembly Government. The approved format is the Five Case Model, which comprises the following key components: The Strategic Case section. This sets out the strategic context and the case for change, together with the supporting Investment Objectives for the scheme. The Economic Case section. This demonstrates that the organisation has selected a preferred way forward, which best meets the existing and future needs of the service and is likely to optimise value for money (VFM). The Commercial Case section. This outlines what any potential deal might look like. The Financial Case section. This highlights likely funding and affordability issues and the potential balance sheet treatment of the scheme. The Management Case section. This demonstrates that the scheme is achievable and can be delivered successfully in accordance with accepted best practice.
    [Show full text]
  • Access and Participation Plan
    King’s College London Access and Participation Plan 2020/21 to 2024/25 In King’s College London’s Vision 2029 we set out our commitment to make the world a better place and “lead the UK Russell Group in terms of social mobility and widening participation”. To do this “we will continue to reach out and recruit students with great potential, from diverse social and national backgrounds, and ensure, through academic and financial support, that they are all equally able to flourish”. Over the past five years, we supported students from underrepresented backgrounds to access university through high quality, innovative and impactful programmes. We have travelled a significant distance in that time and have embedded a focus on equality of opportunity across the student lifecycle. We are committed to building on our performance in access, student success and progression to meet the challenges identified in this plan as we set our direction for the next five years. Section 1: Assessment of performance In conducting our self-assessment, we primarily used the Office for Students dataset. We assessed performance across each lifecycle stage for different students over time and established changes in rates in absolute terms. We identified where trends have been persistently negative (or static). We combined this with looking at gaps between groups, focussing on where gaps and rates of change are most significant or meaningful. All analysis below uses the population ‘All Undergraduates (Full Time)’ (UK, except for Index of Multiple Deprivation which refers to English students). Figures are expressed as percentage of the population. Attainment refers to achievement of First and 2.1.
    [Show full text]
  • Wiserd.Ac.Uk | Issue 17 | July 2018
    Wales Institute of Social and Economic Research, Data and Methods Sefydliad Ymchwil Gymdeithasol ac Economaidd, Data a Dulliau Cymru NEWS wiserd.ac.uk | Issue 17 | July 2018 Education Changing Communities Economy Health & Wellbeing 2 | WISERD News Welcome from the WISERD Director WISERD turns 10 this year – a significant moment to Lyon to share our Civil Society research with colleagues at look back at the valuable research we’ve carried out TRIANGLE - a French multi-institutional research institute. and the impact we’ve made on the landscape of social I am pleased to say we also agreed a Memorandum of science in Wales. Understanding, which will support ongoing collaboration. Further afield we have received Global Challenges Much continues from the early days of WISERD – our Research Funding for a new civil society research project collaborative work across our five core universities and in India and Bangladesh which will explore the effective our connections to many partners, both in the UK and practice of civil society organisations in promoting human globally. Our research also maintains a strong focus on rights, good governance and social justice. exploring communities and the key social challenges that they face. And I am delighted that this year’s Annual Research of the highest quality also takes time and Conference at the University of South Wales has the theme long-term investment and for the last six years WISERD ‘’Addressing Inequalities and Injustice’, another thread Education has been asking over a thousand children which runs through WISERD’s work over the last decade. in Wales about their lives every year.
    [Show full text]
  • Information Further to Written Assembly Questions 75103-75179
    WRITTEN ASSEMBLY QUESTION FOR ANSWER BY THE CABINET SECRETARY FOR EDUCATION ON 22 NOVEMBER 2017 Mark Reckless South Wales East: What benefit is given to a school's Estyn rating if they actively take part and help their pupils to engage with the Seren Network? (WAQ75179) Mark Reckless South Wales East: What percentage of students currently involved with the Seren Network are privately educated? (WAQ75178) Mark Reckless South Wales East: What provision is made for those who study at Welsh-medium schools to benefit from the Seren Network? (WAQ75177) Mark Reckless South Wales East: Have the Flintshire and Wrexham, Gwynedd and Anglesey, and Conwy Seren Network Hubs seen any increase in applications to Oxbridge in 2017/18? (WAQ75176) Mark Reckless South Wales East: How many Seren Network Hubs saw an increase in applications to Oxbridge in 2017/18? (WAQ75175) Mark Reckless South Wales East: How many of the 1034 pupils of the 2015-16 Seren network cohort have taken places at Russell Group universities? (WAQ75172) Mark Reckless South Wales East: How many offers from the University of Cambridge and the University of Oxford were made to the 1034 pupils who were part of the 2015-16 Seren Network cohort? (WAQ75171) Mark Reckless South Wales East: How many offers from Russell Group universities were made to the 1034 pupils who were part of the 2015-16 Seren Network cohort? (WAQ75170) Mark Reckless South Wales East: What is the breakdown of pupils attending the Cardiff Seren Network Hub, by Estyn rating of the school they attend? (WAQ75169) Mark Reckless
    [Show full text]
  • King's College London OFFA Agreement 2017-18
    King’s College London OFFA Agreement 2017-18 Contents 1. Introduction 2. Assessment of access and retention record 3. Investment and expenditure - Financial support for students 4. Strategy and themes 5. Widening participation activities - Centrally-led schemes - Collaborative activity - Supporting teachers and advisors - Faculty-led outreach 6. Student retention and success - Understanding our students - Inclusivity - Support and wellbeing - Increasing opportunities 7. Fair and contextualized admissions 8. Equality and diversity 9. Benchmarks and milestones 10. Monitoring, evaluation and impact 11. Provision of information 12. Student consultation Enquiries Anne-Marie Canning Director of Widening Participation [email protected] 1. Introduction King’s College London is a research-led university based in the heart of London with 28,730 students (of whom 17,608 are undergraduate students). Widening participation is established as one of eight strategic priorities for the institution in 2011-2016 in our strategic review ‘Investing in Strength’. The King’s College London Widening Participation Strategy establishes a clear vision to deliver a more diverse and representative undergraduate student body. We will seek out and nurture talent to ensure that our pursuit of academic excellence is enriched by the diverse experiences of our students. Students from under-represented backgrounds will be supported to gain access to higher education through high quality, innovative and effective widening participation schemes. Once they join our university students will be helped to make a success of their studies and we will support them throughout their student journey and beyond into employment or further study. Our academics, students and staff are familiar with the term widening participation and understand the commitment of senior leadership and the aims of the universiry in this area.
    [Show full text]
  • Llanishen H School
    Llanishen h School Governors’ Annual Report to Parents 2019 Adroddiad blynyddol y Llywodraethwyr i rieni 2019 Our vision Ein gweledigaeth To be an outstanding school developing outstanding individuals I fod yn ysgol rhagorol sy’n datblygu unigolion rhagorol Our Mission Statement Ein Datganiad Cenhadaeth Together we will do great things Fe wawn ni bethau gwych gyda’n gilydd This report is written in accordance with the School Governors’ Annual Reports (Wales) Regulations 2011 Foreword from the Chair of Governors Dear Parents/Carers, I’d like to extend my personal thanks, along with those of the whole governing body, to our outgoing Chair, Dave Mills. He has been a calm, professional and forward looking Chair who has helped steer the school through quite an improvement journey over the last few years. He has kindly agreed to stay on as a Governor so we don’t lose his expertise and wisdom. You will see from the information contained in this report what a successful year Llanishen High School has had. I don’t want to steal anyone’s thunder, but I’d like to just highlight a couple of achievements: - At key stage 4, Capped 9 points score is strong and improving. At 380, this is higher than the Cardiff and All Wales averages - At key stage 5, the proportion of pupils getting 3 A*-A at A Level has increased from just 3% in 2015/2016 to 16% in 2018/2019. These achievements in 2019 were reflected in the retention of 'green' status in the Welsh Government's annual categorisation of school performance.
    [Show full text]
  • The Seren Network and Welsh Oxbridge Applications
    Reach for the stars: The Seren network and Welsh Oxbridge applications Darllenwch yr erthygl yma yn Gymraeg | View this post in Welsh 06/07/17 Seren is a network of regional hubs designed to support Wales’ most able young people to achieve their academic potential and gain access to leading universities, including Oxford and Cambridge. This article follows the recent post about stretching potentially high achieving pupils in Wales. Oxbridge Ambassador Project In May 2013, Paul Murphy, the former Secretary of State for Wales, was appointed as the Welsh Government’s Oxbridge Ambassador, to identify the reasons why Welsh applications and admissions to Oxford and Cambridge Universities had declined. The aims of the project were: To review research and data on applications and admissions to Oxbridge; To identify barriers to student choice; To evaluate existing initiatives to encourage applications to Oxbridge. Establishing the Seren Network hubs In June 2014, Paul Murphy presented the Final Report of the Oxbridge Ambassador for Wales to the then Minister for Education and Skills, Huw Lewis. The primary recommendation of the report was to establish: a national network of partnership hubs … to ensure that schools and colleges can learn from each other, and share resources to support their most academically able students. These hubs would ensure consistency in the support for the students with the greatest potential throughout Wales. Along with schools and colleges, Oxford and Cambridge Universities would be expected to contribute to the hubs.
    [Show full text]
  • Parents/Guardians What You Need to Know
    Supporting Wales’ Brightest Parents/Guardians What you need to know www.gov.wales/seren facebook.com/serennetwork @Seren_Network #serennetwork @serennetwork serennetwork.blog.gov.wales 43400 - Seren Parents Brochure August 2018 ENGLISH NEW.indd 1 23/08/2018 17:26 A note from the Welsh Government’s Cabinet Secretary for Education Congratulations on your son/ to offer, and are now studying at Separately to this, we were delighted from personal statement and daughter’s selection onto The some of the UK’s best universities, to see the Seren-Jesus College in interview support, to specific Seren Network. They have secured as well as further afield, including Oxford University summer school subject sessions and partnerships. a highly sought-after place on Ivy League institutions such treble in size this summer, after a These activities are all carefully a flagship Welsh Government as Harvard and Princeton. successful first year in 2017. Through devised to challenge pupils beyond programme, established to ensure We have seen a considerable rise the programme, more than 70 pupils the A-level curriculum and give Wales’ brightest students get the in the number of Welsh applicants spent a week this summer sampling them a chance to enhance their right support to make the most to Oxford and Cambridge over life at one of the most prestigious subject knowledge alongside other of their academic talents. recent years so it’s clear to see that academic institutions in the world. bright students in their area. Seren Network pupils are selected the Network is meeting its aims of I’m also delighted that, as of this I urge you to help your son/ from schools and colleges the raising aspirations of pupils in Wales year, the Seren programme will be daughter take advantage of every length and breadth of Wales, and supporting them to achieve expanded to earlier years, to make opportunity this programme affords.
    [Show full text]
  • Access Through National Collaboration: Mobilising the Phd Community to Support University Readiness with Schools in Wales
    Impact Case Study Series Access Through National Collaboration: Mobilising the PhD community to support university readiness with schools in Wales June 2019 Research and Impact Series The forms part of our Research and Impact Series, which provides three ways to engage with the work of The Brilliant Club’s Research and Impact Department and that of our partners. Please click on the icons below to find out more: Research Seminar A forum for practitioners to interact with academic research about Series education and widening participation. Impact Case Study Accessible case studies addressing key thematic challenges in widening Series participation and curriculum enrichment. Research Detailed research reports looking at specific ways in which we have tried Report to improve and evaluate the impact of our programmes. Series About the Author This case study was written by David Jones from The Brilliant Club’s Scholars Programme. David is Teaching and Learning Director in The Scholars Programme and oversees the training of the programme’s PhD tutors. Prior to joining The Brilliant Club as a Programme Officer, David worked as a primary school class teacher in London after completing his PGCE at the University of Bath. Contact Details This is the sixth in a series of impact case studies which can all be found on our website, thebrilliantclub.org. If you would like to learn more about The Brilliant Club or have specific questions about this case study, please contact: , Impact and Reporting Manager, The Brilliant Club, [email protected] Page | 2 About The Brilliant Club The Brilliant Club exists to increase the number of students from underrepresented backgrounds that progress to highly-selective universities.
    [Show full text]
  • Widening Participation Department 2017
    Widening Participation Department Yearbook 2017 Welcome Welcome 03 Progress and achievements 04 Programmes and activities King’s Scholars 08 Gameplan 10 Contents K+ 12 Realising Opportunities 14 Sutton Trust Summer School 15 Outreach for Dentistry 16 Outreach for Medicine 17 Care leavers 18 Gypsies, Roma and Travellers 19 Forced migrants 19 Success at university Behavioural Insights in Higher Education 22 Mature learners 23 Study abroad 24 Students supporting the next generation 25 Partnerships Parent Power 28 King’s Advocate Award 30 School Governor Network 32 King’s College London Mathematics School 33 Academic case study 34 IntoUniversity 35 The Brilliant Club 36 Outreach in Wales 37 BAME outreach 37 Penguin Random House 38 Opportunities to get involved 39 Acknowledgements Partners 40 Key supporters 41 Meet the team 42 1 2 3 King’s College London has been making the world a better place Welcome for almost 200 years. Since our foundation in 1829, King’s students and staff have dedicated themselves to the service of society. Every day I’m inspired by the people I meet at King’s. Our community is made of people from a broad range of backgrounds, nationalities and viewpoints. As a result, King’s represents a diversity of thought and expression which places us in an ideal position to impact society. We are already one of the top 25 universities in the world, but my hope is that King’s success will reach beyond international league tables, and we will become the leading university for social mobility. This is a core part of our Vision 2029 strategy.
    [Show full text]