University of Nottingham UK I CHINA MALAYSIA
Nottingham Potential: Report on 2016-2017
Mature first-year students at the Kickstart early induction programme
1 ''ontents
Executive summary and Background
1. Primary support and enrichment . 5
2. Nottingham Potential Centres--- 7
3. Ambition Nottingham, Years 7-11 12
4. Ambition Nottingham, Years 12-13 15
5. Summer Schools Year 12 16
6. Evaluation 20
Appendic:es Appendix 1: Delivery against gift agreement targets 21
Appendix 2: Progress against output targets 23
Appendix 3: Nottingham Potential: summary of evaluation and update 25 on progress, November 2017
Appendix 4: Nottingham Potential impact: trend data for progression to 30 ' higher education
Appendix 5: Aspiration and attainment raising activities 32
Appendix 6: Pathways programmes 35
Appendix 7: Academy relationships 36
Contact details for further information 38w
Executive summary
The academic year 2016 to 2017 continued the consolidation of Nottingham Potential provision. Our programmes continued at steady state, with a modest expansion of the Pathways to Law programme to include Year 10 students. This was supported by additional funding from the Sutton Trust and the Legal Education Foundation to continue, and activities are run in partnership with Nottingham Trent University,
Nottingham Potential's constituent programmes ran to s •le and to budget, and overall me::: with enthusiastic demand from individual leE,. and schools. Overall, v, )rovide -: )ver 83,000 contact opportunities to prepa higher education, a it decrease (of 2,000) on the previous year, but still )ver our targ have focused on improving the quality and impact of ou rammes,
We ( , Je to implemen: ur evaluation framework, working , th externP'
advi )ver the past y(,2 more results have become availa , with sor .2
plea • ?sults, All results help to inform ongoinc to our w
Key evaluation findi
At primary school ley , 1% of teachers say we are successfully engaging children in learning and in academic topics; and raising their awareness of what a university is.
At secondary school level, our more intensive work with named cohorts of young people is changing their attitudes positively over the medium to longer term. From Year 7 to Year 9, 49% of Ambition Nottingham participants reported a positive change in their ideas about university, with 83% saying it was 'very likely' or 'fairly likely' they would apply to the University of • rirrient Nottingharm 7017
Structured teacher observations of IntoUniversity Academic Support resulted in six out of six teachers judging the effectiveness of the sessions to 'exceed all expectations' or 'frequently exceed expectations'.
Our summer schools sixth ffyrm students result in about 20% entering the University of Nottingham and another 30% entering another Russell Group university. That's a total of 50% going to Russell Group universities.
Over 20% of mature students participating in our taster days enter ti‘ University of Nottingham.
Backgrc The generous support of the David Ross Foundation made it possible for the L --- /ersity of Nottingham to begin implementing Nottingham Potential in January 3 31 and others h;3\le subsenliPrifl, r -nr-tl-rihuted additional funr.linn Nottingham al has thr... :.ns: 1. Encourag-. suppc capable s rom under- represented backgrou and in rm 3r to the University of Nottingham, 2. Within primary schools, promote and support educa aspiration and attainment and an interest in education.
3. Within secondary schools and FE colleges, raise asp to university study and support attainment,
_ king with local schools, communities and individual young people, and in partnership with London-based charity IntoUniversity, the University of Nottii seeks to have an immediate effect on participants as well as help establish a that values education and plans for progression. Major Nottingham Potential developments since 2011 have included the opening of three Nottingham r)?1" - Learning Centres in partnership with IntoUniversity, the doubling of capac.' Year 12 summer schools, the extension of our Ambition Nottingham progr Years 7 to 11 and the expansion of our primary schools' progran-
This is the sixth annual report by the University of Notti n Nottingham
Potential. This report comprises a nal date, with tailed data in the appendices,
4 1. Primary support and ..nrichment
Benefitting from additional funding from the Badur Foundation and the Garfield Weston Foundation, the primary team delivered just over 20,287 contact opportunities across over 63 target primary schools in Nottingham City, Nottinghamshire and pockets of Derbyshire in 2016-17. This is an increase of 2,287 on the previous year's contact opportunities. We delivered activities across our five core strands of work.
Learning Leaders University of Nottingham student volunteers aim I-n raise aspirations of primary aged children by going into schools to share t lowledge and passion for their subject an ct as role models. In L6-17 the ileven individual Learning Leaders projects, each covering diffe
Neuroscience to Philosophy, Physiology to Clas- u VVIUMI Learning Leaders projects inch ided, for example;
• How are! ries made and stored? • Ancient E•
O What is b - .Lty?
• Eating fol - the digestive system.
Due to restructu i the University's Business Sch~ two proiect0 discontinued: CL. Sharing and Nature Trails. One •iw was pilo the School of So y, while the Psychology and Afl -Schoc• Science on were expanded.
Outputs: Learning Leaders involved 279 volunteers and delivered 7,778 individual contact opportunities across 327 activities in 33 schools,
5 Discovery Days — age 2 (KS2) pupils that finate National -ricului >trb •. ::fs well as providinc; higher education and raising aspirations for future study. The visit -npip • upported by a session beforehand introducing relevant conceptT ouner afterward - ) embed learning. Subjects covered included: America:- : radian Studies, Archaeology, Astronorr-. Extreme Weather, Law, Ma cine, Physiotherapy, Plant Science, Robod•P P- orts, Nutrition and PE an.
After the previous year's pilot, Key Stage I (KS1) Discovery Days were fully rolled out with 11 events in 2016-17. There were also three new KS2 Discovery Day themes trialied in 2016-17: Food Science, Law and Extreme Weather ,
)uts: In 2011 and Kl•• Discovery Days dc ered 4,926 individual
act opportun D55 35 p ents (146 activitiet ; n 33 schools.
Key Stage 1 pupils g part in a campus tc Day. They are loo' the student societies be
Learning Journeys — Delivered in close partnership between ,:chool and the University, these are structured projects, normally running over a school term. They start with a project planning meeting with teachers and university volunteers, are led in school by teaching staff and supported with at least three visits by University volunteers and culmir: • ,isit to the University. In 2016-17 we rar yarning Journeys in three t(_ microbes, Modern Foreign Languages ar Activities vary with iu e subject and included for example: Designing and testing moving vehicIF-7 Learning French, German or SpanisI-
Swabbing the classroom to collect ry D e m different objects
Outi• s: In 2016-17 Lear ys delivered uual contact
opp. -.unities across 45 a schools,
6 Learning — We ran programmes across two separate contexts:
Academic Support in partnership with IntoUniversity: Families of children attending academic support at the Nottingham Potential community learning centres were invited to attend sessions with their children both in centre and at the University. We also delivered parent-only sessions focussing on helping parents to support their children's numeracy skills. Additional sessions for parents only were delivered this year on 'Adults returning to education'.
`Wonder' Family Learning: families from local target primary schools were recruited to attend the University's community day. Aspirational sessions were delivered to families in the schools before bringing them to the University on the day of 'Wonder' to experience a wide range of hands-on, interactive activities. An afternoon tea event was also delivered on the day, specifically for these families.
Outputs: In 2016-17 Family Learning delivered 1,218 individual contact opportunities across 30 activities with seven schools and three IntoUniversity Centres.
Exploring Aspirations — A menu of sessions to raise awareness of HE and aspirations delivered by staff, student ambassadors and volunteers in schools. Options include a series of assemblies about university life, a carousel of taster activities reflecting the different University faculties, a session developing research skills and a sports-based aspiration building session with students.
Outputs: In 2016-17 Exploring Aspirations delivered 4,780 individual contact opportunities across 57 activities in 18 schools.
Other Partnerships - The work above is in addition to developing new activities to meet the need for University-specific input to IntoUniversity FOCUS Week activities at three Nottingham Potential centres. The Primary team contributed to 29 FOCUS Weeks in 2016-17. (For more information, see section 2 below.) The Primary Team also collaborated with the Ogden Trust to run the Nottinghamshire Young Scientist of the Year awards and with the University of Nottingham's Department of Sport to create links with schools for a Sports Explorers programme funded by the Laureus Sport for Good Foundation and a series of coaching clubs in schools.
Poten''' ,:er
Summary In 2016-17 all three Nottingham Potential centres — Nottingham West in Broxtowe, Nottingham East in St Ann's and Nottingham Central in Hyson Green — were all successfully running a full programme of activities with young people aged between seven and 19. Centres are run in partnership with London-based charity IntoUniversity. Activities are adapted to reflect the local context and incorporate input from the University of Nottingham staff and students. The FOCUS programme helps to raise learners' motivation to work hard and understanding of education pathways and higher education; while after-school Academic Support provides one- to-one and small group support for students' homework, revision and building skills needed for their future. For primary school students, Academic Support provides additional numeracy and literacy support through a taught curriculum based around a university degree subject; during the academic year 2016-17, primary Academic
7 Support students in all three centres studied Psychology, Art History and Engineering.
Three new members of staff were recruited in April 2017 in order to form an additional team funded by the Derbyshire and Nottinghamshire National Collaborative Outreach Programme (DANCOP), in turn funded by HEFCE. This team is working with 8 additional secondary schools in Nottingham city and Sutton in Ashfield. During the summer term, the DANCOP team trialled newly written workshops with Year 9-13 students and formed partnerships with eight schools and in 2017-18 will deliver the full programme of workshops to them.
In 2016-17 IntoUniversity and the University of Nottingham celebrated their five- year partnership. At an event hosted at Nottingham West, students, parents alongside staff and students from the University of Nottingham highlighted the achievements of the three centres over the five-year partnership. Particular highlights celebrated included the fact that 305 University of Nottingham students have mentored across the three IntoUniversity Centres across the five-year partnership. In addition, the three centres have worked with a total of 9,869 students across the city since the partnership began.
Primary FOCUS The IntoUniversity Nottingham West team delivered eight FOCUS weeks (Year 6), `Transition to Secondary School' workshops (Year 6), 'What is a University?' workshops (Year 5) and FOCUS days (Year 5). The partner primary schools were: Melbury Primary School, Ambleside Primary School, Djanogly Strelley Academy and Brocklewood Primary School. FOCUS week themes included Science Experiments, Spain, Monarchs and Britain since the 1930s.
The IntoUniversity Nottingham East team delivered nine FOCUS weeks (Year 6), nine 'Transition to Secondary School' workshops (Year 6), nine 'What is a university?' workshops (Year 5), and nine FOCUS days (Year 5). The partner primary schools were: Sycamore Academy, Walter Halls Primary and Early Years School, Huntingdon Academy, William Booth Primary and Nursery School, Blue Bell Hill Primary and Nursery School and Nottingham Academy Primary Phase. FOCUS week themes included Macbeth; Electricity and Engineering; and Maths and Science in the Real World.
The IntoUniversity Nottingham Central team delivered eight FOCUS weeks (Year 6), eight 'Transition to Secondary School' workshops (Year 6), nine 'What is a University?' workshops (Year 5) and nine FOCUS days (Year 5). The partner primary schools were: Bentinck Primary School, Radford Academy, Scotholme Primary School, Whitemoor Academy Primary and Nursery School, Djanogly Northgate Academy, and Southwold Primary School. FOCUS week themes included Local History, World War Two and Science Experiments.
Secondary FJCUS Wori-lops supporting students with their academic choices and future life options covered topics such as 'Approaches to Homework', 'Pathways to Success', Education Choices', 'Writing personal statements' and 'Skills for the future'. The IntoUniversity Nottingham West team delivered 45 workshops (39 last year) to its partner schools: Bluecoat Beechdale Academy, Nottingham Girls' Academy, Nottingham University Samworth Academy (NUSA), and New College Nottingham.
8 - The IntoUniversity Nottingham East team delivered 43 workshops (34 last year) to all year groups at Nottingham Academy (both Greenwood Road and Ransom Road Campus). The IntoUniversity Nottingham Central team delivered a total of 42 workshops (34 last year) to students from Bluecoat Academy (Aspley Lane and Wollaton Park Campus), NUAST and Djanogly City Academy.
Academic Support All three IntoUniversity Nottingham centres thrived in the academic year 2016-17. New curriculum topics were introduced, primary students began recording their progress in a primary tracker following the successful introduction of a secondary tracker last year, and Independent Learning Projects were introduced for secondary students. - IntoUniversity Nottingham West successfully increased the average number of sessions attended by students. 135 par::'., cnts attended Academic Support at Nottingham West this year, and the average attendance of the 100 most frequently attending students was 30 sessions. IntoUniversity Nottingham East's saw a total of 155 students over the course of the year, with the 100 most frequently attending students attending an average of 35 sessions each. IntoUniversity Nottingham Central saw a total of 133 students at Academic Support this year. The 100 most frequently attending students attended an average of 32 sessions each.
Primary Curriculum topics introduce children to subjects that you may study at university but typically do not study at school. The bespoke programme works to improve students' literacy and numeracy. Topics taught at the IntoUniversity Nottingham centres this year were Psychology, Engineering and Art History.
Other activities 109 University of Nottingham student mentors were paired with IntoUniversity students. These pairs worked on a variety of activities and celebrated their achievements at the mentoring graduation at the University of Nottingham in June 2017. - Nine Buddy Days took place, with University input, on topics including Criminology, Engineering and Maths. - New and existing corporate partners including Speedo, Freeths LLP, Eversheds, Aerozone East Midlands Airport and Capital One and Broadway Cinema collaborated on six Business in FOCUS days and supported other programmes. Six Leadership in FOCUS programmes were delivered by the three centres; this is a three-day confidence-building workshop for Year 9 and 10 students, building the skills they need to becoming leaders in their own lives. - An Extending Horizons trip took 34 students in Years 6-8 to York for three days. - Three Careers in FOCUS programmes ran across the three centres, workshops included clinical skills with a GP, creative careers with Broadway Cinema and Entrepreneurship. All three centres ran four Family learning sessions in collaboration with the University of Nottingham. These included an aspiration-raising workshop and a graduation ceremony in the summer term.
9 Ambition Nottingham, Years 7-
Summary of 2016-17 We have now completed our third cycle of the Ambition Nottingham: Sutton Scholars Years 7-8. From September 2015, the Kusuma Trust generously provided additional support for Years 7-8. We successfully ran the fifth year of Ambition Nottingham Years 9-11 with excellent uptake and feedback. From Year 7 to Year 11, students took part in a range of events, from welcome evenings to taster days and revision sessions. In 2016-17, we successfully recruited 300 Year 7 students onto the programme from schools within the Nottinghamshire and Derbyshire region. The total number of students registered on Ambition Nottingham across all five year groups was just under 1000. All students on the scheme are high-achieving and meet one of the following criteria: free school meals, previously or currently looked- after, first in the family or parents in a non-professional ...-- cupation, disability affecting their es or another significant factor make progressi higher i.ss likely.
Years 7-8 Ambition Nottingham: Kusuma Sutton Scholars The early years of the Ambition programme is supported by the Sutton Trust the Kusuma Trust. This additional support has allowed us to expand the numbei- places on each cohort from 180 pupils for tf 2014-15 intake to 300 pupils for the 2016-17 intake. We held four events for Year 7 pupils: a welcornt..: vening with parents and carers, a school preparation visit, an introduction to university day a Saturday enrichment day. On all of these events, pupils worked with current undergraduates, University staff and pupils from other Ir.‘r..?1 c:r:hools to learn about university. Following the introduction to university day, of the participants reported that they were thinking of going to university in th future.
d■ffe o prepare Y7 Ambition En-ir:Nivt.,,,r3t Day
Participant feedback "I enjoyed meeting new people and building social skills" "I enjoyed making and designing our university, the recording was also fun!"
95% of participants rated the day as 'good' or 'excellent' overall.
Parent/Carer feedback "Enjoyed presentations given by children. Very impressed with what they have done in such a small space of time. The exercise was very useful in helping them to obtain an overall view of university life - both academic + social aspects. Thanks to all involved." "This has been a fantastic opportunity for my child. Student x really enjoys coming to the University. With the university support Student x will be able to decide on her options in Year 8. The University has also gave her the opportunity to meet other children & build on her confidence. Thanks."
Years 9-11 Ambition Nottingham Year 9 We established the scheme for Years 9-11 in 2012, so 2016-17 saw us engaging our fifth cohort. 82 Year 9 students attended our campus visit day 'The Student Apprentice'. The event is focussed around developing students' entrepreneurial skills within a higher education environment. Working in groups, students participate in an enterprise-based task in which they developed their research, communication, presentation and team-building skills whilst also learning and increasing their knowledge of the University of Nottingham and in particular the impressive Students' Union. In March, we invited all of our partner schools to an optional visit day at the University of Cambridge. Eighty pupils from seven schools attended one of the two visit days on offer. (The University of Cambridge runs a similar programme, also supported by the Sutton Trust.)
Year 10 Our fourth cohort, now in Year 10, attended a University Taster Day, where they participated in a taster session in one of a range of subjects including Law, Psychology, and Civil Engineering. Following this event, 95% of students said that they were now more likely to consider university. We also visited four of our partner schools within this cohort to offer study skills session which focussed on exam techniques in the build-up to students' GCSE examinations.
Year 11 This was the first year we hosted an event for Year 11 students which focussed on `The other side of university'. This event aimed to inform the young people about the range of support services available at University outside of their academic studies (which few of them are aware of at this stage in their education). Groups of Year 11 students were given a research question focussed on student support at the University. To ensure students got an understanding of the wide variety of support
13 available, they participated in a 'speed networking session' in which groups of students were able to ask questions to staff from a range of support services such as student welfare, careers and the counselling team.
Prior to the Year 11 participants taking their GCSE examinations, we also offered our partner schools the opportunity to participate in a Maths session (delivered in schools) which focussed on the problem-solving skills required by the new Maths GCSE - the theme was murder mystery. Developed by an academic from the Further Maths Support Centre, the session was delivered in three of our partner schools by trained undergraduate Maths students, accompanied by a member of staff from the Widening Participation Team. The post-16 options evening that was due to take place in the spring term unfortunately did not take place due to low uptake. Participants were invited directly, however, many students did not attend due to conflicting priorities with regards to GCSE exam preparations. We now plan to host this event much earlier in the spring term 2017-18 to encourage greater attendance.
2017-18 Applications opened in September 2017 for our fourth cohort to Ambition Nottingham: Kusuma Sutton Scholars programme (Years 7-9). We hope to meet the target of recruiting 300 Year 7 students onto the programme by December 2017. We have invited last year's 22 partner city and county schools and two DRET schools to enrol up to 25 students each.
Once recruitment is complete for the Year 7 cohort, we will then have complete cohorts for each year group of the Ambition programme from Years 7-11. We have just under 1000 students in Years 8-11 on the scheme. We envisage this figure to reach around 1200 students, once recruitment is complete for the Year 7 cohort.
In 2017-18, the Sutton Trust and Kusuma Trust will also be supporting the Year 9 cohort on the programme. Year 9 students will have the opportunity to participate in two events: the 'Student Apprentice' day at the University in the autumn term and a campus visit at the University of Cambridge during the spring term.
Students in Year 10 will take part in a University Taster Day in December, at which they will take part in interactive academic taster sessions. During the spring term we will again offer revision sessions to schools for Ambition Nottingham students in both Year 10 and Year 11. The sessions will focus on study skills and maths support.
Students in Year 11 will be attending two events this year. The first event during the autumn term will develop and build students' knowledge of support services across the University, with a particular focus on research skills. There will be a post- 16 options evening for students in the spring term, that also provides parents and carers with a summary of young people's achievements over the course of the programme. We will also be encouraging this cohort of students to apply to our Ambition Nottingham programme for Years 12 and 13. We will be maintaining contact with these young people after their final event, sending them information regarding university open days and how to apply for our post-16 programme.
14 4. Ambition NI,°1:L ham, Years 12- - 3
The 'senior' Ambition Nottingham is structured differently to the junior scheme. Individual students apply to join at the beginning of Year 12 and, if accepted, may then apply to attend extracurricular sessions throughout their sixth-form study. This continuing scheme recruited 329 students (exceeding the target of 250) in 2016-17 and ran 50 activities. We have now registered all summer school participants (410 students) on Ambition Nottingham as they enter Year 13, if they are not already on the scheme.
The activities offered in Year 12 comprise nnasterclasses, subject taster days and information workshops, to provide participants and their families with an insight into higher education options. In general, academic staff deliver masterclasses, while Widening Participation staff or other non-academic staff deliver information and advice sessions. Sessions ran from January to June 2017. Student ambassadors supported the events and provided input into some workshops. Staff from 22 academic Schools contributed sessions ranging from one hour to half-day workshops. Topics included Nazi Book Burnings, Principles of Structure, and The Brain.
In Year 13, the scheme provides participants with revision, skills and personal development sessions, as well as mock interviews and a supported admissions process to the University of Nottingham. These activities are designed to help participants succeed in their chosen course at A-level and higher education. Revision sessions at Easter are tailored to specific subjects and exam boards.
Summer school graduates receive ongoing e-mentoring from one of the University of Nottingham undergraduates they met while on the summer school. In 2016-17, 419 mentoring pairs exchanged more than 10,000 meaningful emails from September to March. E-mentoring aims to provide mentees with additional support and guidance through the university application process and throughout their A2 studies. In order to do this, we structure correspondence around monthly topics and link it to face-to-face sessions. For example, in December we held a mid-year reunion where students could meet up with their mentors and also attend an admissions workshop.
2017-18 Recruitment to Year 12 of Ambition Nottingham 2017-18 is well underway, with applications for the scheme now open and the activity schedule almost finalised. We aim fora large proportion of students from the pre-16 Ambition scheme to apply. The Year 13 schedule of activities was finalised earlier, as activities started in autumn. We have already run coaching for the LNAT and UKCAT tests. We have also provided a workshop assisting students in writing their personal statements, and mock interviews for university admission.
15 5. Summer Schools Year 12
The number of widening participation summer schools remained at four full summer schools in 2017. These included two nationally recruiting summer schools and two regionally recruiting summer schools, each running for five nights. We managed the four weeks of near-continuous summer schools by having two teams of summer school staff and two teams of student helpers, an arrangement that worked well.
Numbers of participants All summer schools were heavily over-subscribed, with over 1700 applications for 420 places. Our two regionally recruiting Nottingham Potential summer schools had over 800 applications for 200 places from students based in the East and West Midlands; 204 students attended. Our students stayed in Florence Boot Hall for a week in July and attended academic sessions until 1pm each day, then personal development and social activities. All but one participant completed the programme.
Academic programme The 2017 Nottingham Potential summer schools had nine academic strands: business, maths and economics; English, American and Film studies; law, politics and international relations; architecture, engineering and physics; psychology and philosophy; medical physiology; medicine; nursing and midwifery; sustainable chemistry; and pharmacy. This programme was taught by over 100 academic contributors from 16 University Schools. Each morning the students spent three hours studying topics and experiencing teaching methods typical of Nottingham courses. The nationally recruiting Sutton Trust Summer Schools follow the same format, but with 11 academic strands.
Medicine academic session
Support Activities Participants attended a series of HE support and personal development workshops in the afternoons. These covered a range of topics including personal statement writing, finance and budgeting skills and networking. All sessions were designed to provide advice and guidance in the decision-making process linked to university progression and UCAS, as well as support the development of skills to help them achieve their HE goals. Students were also given the opportunity to participate in activities relating to aspects of university life, such as sports sessions, a presentation from the student union about the benefit of joining clubs and societies, and discussions with University alumni.
16 6. Eva
Approach In 2016-17 we made further progress on implementing the agreed evaluation framework for Nottingham Potential, working in partnership with the Centre for Evaluation and Monitoring (CEM) at Durham University and the Sutton Trust. We also continued to develop the capacity of staff within the Widening Participation Team to monitor and evaluate robustly. This collaboration is cost-effective and presents the opportunity for Nottingham Potential to demonstrate leadership nationally.
Where possible, the evaluation uses standardised questionnaires and tests, so that the impact of Nottingham Potential can be compared with that of other programmes. Key elements of the evaluation include testing the impact of selected components of our programme on: - the attainment of pupils in Key Stage 2 - attitudes and aspirations - progression to post-16 education and to higher education. For the latter two, the analysis assesses impact by comparing post-intervention figures with an earlier baseline and/or a comparator group. In addition, CEM continues to advise Widening Participation staff on the evaluation of shorter-term projects and activities, here too aiming fora standardised approach where possible.
Results For a summary of the evaluation results for major programmes, see appendix 6; note that this is a working document that will be added to on an ongoing basis. General trends are as follow. - At primary school level, we are successfully engaging children in learning and in academic topics; and raising their awareness of what a university is - At secondary school level, our more intensive work with named cohorts of young people is changing their attitudes positively over the medium to longer term. However, for several years it was difficult to maintain cohorts in Years 10 and 11. - Our summer schools for sixth form students increase their likelihood of progressing to a selective university by about 50% - Our taster days for mature students increase their likelihood of progressing to the University of Nottingham - It is more difficult to identify an impact from our schools service, working with whole classes of secondary school students.
After concluding last year that it was unrealistic for Nottingham Potential to influence attainment in key stage tests and examinations, we supported IntoUniversity (with input from [EM) in devising more appropriate means of assessing impact on attainment. IntoUniversity then piloted these, gaining useful information and positive results. For example, - Structured teacher observations of Academic Support resulted in six out of six teachers judging the effectiveness of the sessions to 'exceed all expectations' or `frequently exceed expectations' - IntoUniversity staff assessments of which academic literacy and numeracy goals children had achieved during Academic Support show that o most children achieve goals 1-4 and 6O% also achieve goals 5-8 o attending more Academic Support sessions makes children more likely to achieve goals.
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Appendix 2 includes only output data; see appendix 3 for impact data. The table below summarises the overall increase in outputs since 2012-11.
Places taken up on Nottingham Potential activities, 2010-11 to 2016-17
90,000
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
)41 2011 L 2 201243 20 ■44 201445 201546 2- 17 a. Primary support and enrichment i. 63 schools participated in at least one programme (an increase of 11 from the previous year). ii. 6,797 primary aged children participated in centrally-arranged activities (up from 6,717 last year; this excludes those participating in IntoUniversity activities, who are counted under that heading). b. Ambition Nottingham Years 9-11: taster sessions, information and advice, revision support i. 200 target Year 9 students enrolled onto to the Years 9-11 programme following participation in our Year 7 and Year 8 events on the Sutton Scholars aspect of the programme. ii. We fell short of our aim of achieving attendance of at least 66% of the cohort for some events and activities. We are working closely with our partner schools to ensure all students registered on the programme attend each event. We have also changed the timing of some events, as suggested by schools. — Year 9: 82 pupils at campus visit; 57 students attended the visit day to the University of Cambridge - Year 10 (108 in cohort): 61 pupils at Taster Day: 29 pupils participated in revision sessions delivered in schools. Year 11 (153 in cohort): 38 pupils at the Campus visit day; 53 pupils participated in revision sessions delivered in schools. iii. We planned and delivered activities to students in Years 9 to 11 to schedule, providing 320 contact opportunities. iv. Our aim is for at least 66% of the Year 11 cohort to apply for Ambition Nottingham Years 12-13 (applicable from 2017-18; applications close in December).
23
c. Ambition Nottingham Years 12-13: masterclasses, information and advice, revision support, mentoring i. We recruited 300 target students to the programme. ii. A total of 50 (up from last year) were delivered, recruiting a minimum of 15 students to each activity. iii. Mentoring pairs exchanged meaningful ernails once a fortnight from September to March: about 50% did so until March.
d. Nottingham Potential summer schools Year 12 i. We recruited 204 students to 200 places; all but one completed the summer schools, participating fully throughout.
e. Student mentoring and support in local schools i. 38 Student Mentors and 52 Student Associates were recruited, trained and placed. ii. Number of contacts: Mentors and mentees had 1,656 meetings or meaningful email exchanges (1,844 last year); Associates had 3,847 sessions in classrooms (an increase of almost 1,659 on last year).
f. Student volunteering i. In 2016-17, 436 student volunteers contributed to the centrally run primary programme, largely through running academic activities (up from 407 last year). ii. 123 students participated in the IntoUniversity Volunteer Scheme, providing Academic Support, Mentoring, and campus tours for visiting groups. iii. 31 students completed the Nottingham Advantage Award in 2016-17 through volunteering for Nottingham Potential In 2014-15.
g. Nottingham Potential Learning Centres IntoUniversity Nottingham has exceeded its agreed outputs for contact opportunities and student numbers for all programmes: Academic Support, Primary FOCUS, Secondary FOCUS, additional opportunities, and Buddy and Mentoring. Overall the three centres delivered 22,062 contact opportunities — 169% of the target. The table below shows student numbers and contact opportunities against the targets for each of the different programmes.
Actual Target Diff'ce % of Actual Target Diff'ce 0/0 of students students from target contact contact from target target achieved opps opps target achieved Aci m c 423 300 123 141% 10,384 6,000 4,384 173% -t Pi F )CUS 1,531 1,200 331 5,786 4,800 986 121% S -dary 1,287 675 612 2,132 675 1,457 316% FOCUS Y7-11 FOCUS Y7 11 445 300 145 148% 1,526 600 926 254% add itional FOCUS Y12-13 523 375 148 139% 890 375 515 23-/
Buddy and 318 300 18 106°/0 1344 600 744 224% Mentoring Total 22,062 13,050 9,012 1690/0
24
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In C C C (0 (U (0 (i) 0 01 0 a) a) a. a) a) 0 o U) 0 0 3 u ru >4 0 In - ) - 7= D a °I= 01 (.n CU 24 44 1 E (7) 0 5 0 C C 0 C C L a) a) al I.- a) ° c) cr) 0 ro liD U U ro At secondary sc hoolleve l, *-1 _o 4- N ▪ C 0 En s , I N N En N N 0 0 7-4 N U 0 I 3) - I IU Academic Support (71) D 1 _c a) 0 0 a) U C C In U c ru ru Of the students L_ _C • 4-4 4-4 4-4 4-4 E 2 a) a 0 (0 a) Q1 it) Ifl U 0 , ; N N ':1- '-I 0 0 En '0 N N N N N (Li 01 -0 C Lr) 4- O LD 0 13 02) 0 C C N S ID 0.1 -0 °- Ln 0 10 a) (.1) 4-, 4-, Ln a, C ID +-■ 80, Z -o >:L 0 0 Tu tr 71- cu -- ID E D L. 0 N o r0 4-) _ o N N a) a) 0- ro 0 0. cu '5 co a.) 01 o 0 4-, "ra -0 r .,?.; _0 a) fe 01 f in c 4-, 01 L c 07)' iF„, rr) N o 0 ED) co 0 n .? 0 0 CO N 0, cr o c z -o N a OLD S 01 0 lders (13 01 ing t co 4,0 - ho 1/1 c o - z cu ID a) El) U1 Ln Ln 10 0 no ID ffer u-) N _C o accep 4_, uJ >- 5 ID ry, 0 UI N 171 (13 o 0 0 = 4E) cc3 O T.) C C o w 0- D 0 < 0 cc) .E 0 01 4-jc E 0 4CT; e _C U LI 4— 0 u 4- w C ID 0 in -1. 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O z S u cu ,ED0_ -o 01 _C Q) o O ()I -0 (71 0 cp C LI 01 0 4-, X LE L_ 0 C .771/) 1-5 -0 cr) -0 E mcu (1) 2 OCrn0c)#' 0 0 e <> (.0 r LL ID 1_ O lD - = LL - (.9 , LL 3 E a _c 4 ▪ 4- • E • (0a) (0 _c (0 u ins z • r0 2 8' C- (0 >C ( • o o o C3 ru O C — O C 0 O C a) N Ca) j) 3Q , . E 0 < fi N N 0 _c 'w >. U1 E E 0 ro ( u) ru L c c (C) W tr) a) a) • s.- 4 Ul ul 0_ C o C -' - - (r) ro L 0 0 (i) U w fa tt3 0 0 s_ o Cn ?re holding offers from a Russell Group university -C cr) a) a) very positive results. • . -6, 0 4- (J.) - ro 113 C L/) CL C co ci L 77 tts 0) C a) C C 0 , Mature students' taster sessions offer-holders Z ro ro a al ct. and'me m,' sessions to 0 accepting an offer rn N L.n Lf) co co In ID CD CD ID ID N N 0 LI) Lfl N. LID , Z7 D 146 / 73% Appendi 4: FiAtingham Pot- - JAI impact: trend data 1` ession to University of Nottingham summer schools aim to support the progression of higher achieving students from less advantaged backgrounds to leading universities. The table below summarises progression from our summer schools to Russell Group universities (RGUs) and specifically to the University of Nottingham (UoN). Key points are below; detailed data is overleaf. More students progress to RGUs than to UoN. This is to be expected, given that there are 24 universities in this group. Progression to RGUs from Sutton Trust summer schools (STSS) is usually higher than from Nottingham Potential summer schools (NPSS). This is to be expected, given that STSS have higher academic entry requirements. There is less difference between the two types of summer schools in progression to UoN. 2014 data for progression to RGUs does not include deferrals, so is likely to rise. This would strengthen the trend in recent years of a rise in progression to RGUs. There does not appear to have been a rise in progression to UoN. In recent years we have noted that some other RGUs are increasingly making unconditional or much lower offers to summer school participants. Progi sion from UoN summer schools to leading universities 0% 2 2017 30 Protp. sion from Notting ..;:nr. 'Potential stn- ries schools to higher education (HE) Summer Russell Group school University of Year of Institution ("/b participants HE (°/0 of those Nottingham summer of those giving consent) (% of school (giving progessing to participants) tracking HE) consent)3 2007 87 80 94.3% 35 40.2% 10 13.6% 2008 102 (85) 100 97.1% 35 39.8% 20 21.6% 2009 103 (100) 95 94.1% 35 36.8% 10 9.7% 2010 101 (80) 110 94.1% 40 52.8% 15 16.8% 20112 175 (175) 85 92.2% 75 46.3% 25 24.3% 2012 106 (100) 95 95.9% 40 43.6% 16 15.1% 2013 205 (175) 150 | 86.2% 70 47.3% 31 14.8% 20143 199 (170) 115 | 67.6% 50 41.7% 39 19.0% 20154 199 (n.a.) 39 19.6% Progression from Sutton Trust summer schools to higher education Summer 'Russell Group school University of Year of Institution (% participants HE (% of those Nottingham summer of those giving consent) (To of school (giving progessing to participants) tracking HE) consent) 2007 90 (85) 80 92.0% 45 56.3% 17 18.9% 2008 101 (100) 95 94.9% 40 44.7% 15 14.9% 2009 105 (100) 95 94.0% 40 42.6% 13 12.4% 2010 101 (100) 95 95.0% 40 42.1% 17 16.8% 2011 108 (100) 95 94.1% 40 43.8% 17 15.7% 2012 206 (195) 185 95.9% 110 60.2% 43 20.9% 2013 207 (xx) 195 92.0% 115 58.7% 44 21.3% 2014 207 (xx) 160 76.0% 95 59.5% 52 25.1% 2015 199 (n.a.) 33 15.4% We need participants' consent to track their progression to other universities. We assume that those giving consent are representative of all participants. 2 2011 MESA data for NPSS is wrong, as there were only 107 participants. We are investigating this. 3 The 2014 cohort's progression to other universities is incomplete as it does not include deferrals. 2014 data is therefore not comparable with that of previous years. 4 Data is not yet available from HESA on progression to other universities. 31 Appendix 5: Aspiration and attainment raising activities for local secondary schools and colleges While not funded as part of the Nottingham Potential expansion, these activities form the foundation on which that expansion builds and are a major part of the University's contribution to the widening participation agenda. Throughout the academic year, the University's Widening Participation Team runs activities on campus and in local partner schools and colleges, many of which have a long history of low attainment and progression. Changing this requires a cultural shift, which the WP Team contributes to by establishing a continual presence through delivering activities: - for every group from year 7 to those on Access courses - which fit into the school & college timetable - for pre-16s, which focus on raising aspirations and making informed choices - for post-16s and adults, which focus on raising aspirations, supporting attainment and the practicalities of progressing to higher education. In 2016-17 the WP Team provided 411 events for school groups of young people and 185 events for students on Access or vocational pathways. These events provided 24,912 contact opportunities, a similar level to the previous year. UoN Outreach ©LJoNOutreach Feb 27 Weave had a great time seeing what societies our new rf,3ri'llartClu scholars have created. *uorioutreach RY 'r L 444./f fid rt tea ( Awr 404,4,1k A vn 42oetrret r.,.k 44. 4 fteAle..04.4 4-1 We, St,* soi *ht., tott ,4,w7d.rt 1,4 • 441 (Th t3 3 Tweet depicting posters created by schools visiting the University for their Brilliant Club Scholars launch 32 Activities for students on GCSE and A-level pathways included: — Campus visits for all year groups, supported by current University of Nottingham students and including a tour of one of our campuses — Introduction to higher education sessions and GCSE options sessions for key stage 3 — Post-16 options sessions and study skills for key stage 4 — Family suppers for Year 10 pupils and their families to provide information and dispel the myths about higher education — Presentations and workshops for Years 12 and 13 on researching universities, writing personal statements, finance and more — Advice on revision and study skills. Activities for students on Access and vocational pathways included the following: — Mature students' web pages tailored to the needs of these students were updated regularly. — Web pages listing detailed entry requirements of vocational qualifications for University of Nottingham courses were updated regularly; continuous work with Admissions Tutors has resulted in a further increase in the number of courses accepting Access qualifications. — Three Academic Taster Days took place to offer information, advice and guidance to Access and vocational students studying at regional Further Education Colleges. Mature first-year students listening to mature student ambassadors giving advice and tips about studying at the University of Nottingham. Kick Start September 2017 33 — We ran four information sessions to advise adults returning to education on selecting Access or other courses most likely to support progression to the University. — One masterclass boosted Access students' understanding of study skills relevant for higher education. — One hundred and thirty mature undergraduate students entering the University in September 2017 attended the Kick Start early induction programme. The two-day event covered topics such as essay writing, study and research skills, positive thinking and confidence building, sessions around maths and reflective writing for health science students and an academic session in a relevant subject; attendees also received information about the new student support services and an induction to Moodie, IT systems and the University's libraries. Forty students stayed over in our Lenton and Wortley hall of residence on the first evening. Mature first-year students in the positive thinking session at Kick Start September 2017 34 Appendix 6: Pathways programmes The Un :y ;s• part of the expar Tutton Trust Pathways programmes. The aims of these programmes an den access to the professions and promote social mobility through supporting acaaemically able students from non-privileged backgrounds. .,:ays to Law Hversity embarked on the delivery of Phase 4 of the Pathwu. ; to Law programme, delivered in partnership with Nottingham Trent Univu hity and supported by the Sutton Trust and the Legal Education Foundatio- This phase includes a pilot of a pre-16 cohort of 47 Year 10 students from 4 ' •al schools. In 2016-17 they took part in Law-related campus days at both NTU :rod UoN, In autumn 201 ,he welcomed one No`riringham programme Path-, ys to Law graduate to E-• • iegree at the Univo ity Nottingham, who i< .:DIN an e-mentors to 10 students from tt-h• :ent cohoh. Pathways to STEM The Pathways to STEN •ogrammc •• 'sported by the I Trust an he Kusuma Trust UK and designed to raise awareness of ,: • tiden acce.• • the broad range of degree d career opportunitiea iscien :hnology, and mathematics. T pre-16 cohort moved into Year 11, accessing a Campus STEM taster day in S••:ember ar •2arli . •017, an in-school maths revision session. At post-16 ece •d 80 appl .d shortlisted 40 students to tal _ programme, i_uderit_s have accessea a range of opportunities r: • •rport b. current post-16 study and future degree and career choices, inciuding masterclasses, work experience / work exposure opportunities and a residential summer school. 35 Appendix 7 Academy relisy'i.:ionis;j- The University continues to co-sponsor three academies, working with educational partner the Nova Education Trust (formerly the Torch Academy Group), which manages the schools on a day-to-day basis. • The Nottingham University Samworth Academy (NUSA) • Firbeck Primary School (one of NUSA's 'feeder' primary schools) • Nottingham University Academy for Science and Technology (NUAST) Over the last two academic years, NUSA has been focusing on improving standards of teaching and levels of attainment, so it has been pleasing to note that the GCSE results in the summer of 2017 were the academy's best results to date. Post-16 take up at the school is small, but those who did stay on achieved creditable results this summer and four students achieved places at the University of Nottingham. NUAST had its first Ofsted inspection in June 2017 and achieved a very pleasing overall rating of 'Good', with its sixth form judged to be 'Outstanding'. NUAST's GCSE results were also their best ever and well above the national average across all subjects, with particularly strong results in Maths, Science and Engineering. 45% of students gained a strong pass (grades 5-9) in English and Maths, putting NUAST amongst the highest performing schools in the city of Nottingham. NUAST's first two cohorts of Year 13 students have achieved outstanding A Level and BTEC results. In summer 2017, students achieved a 100% pass rate in all subjects, with over 46 % of A level students having achieved A* or A in at least one subject and the A*-C pass rate was 84%. Students studying vocational courses in Engineering and ICT achieved excellent results, with the average grade being Distinction*. NUAST students have secured places at top UK universities in science, computing and engineering; others have been accepted onto prestigious Level 3 apprenticeships with local and national companies and entry to the armed forces at officer level. NUAST's partnership with the University of Nottingham has helped to equip its students for applications to Russell Group universities - and 17% of this year's Year 13 cohort have gained places at the University of Nottingham. Firbeck is also on an upward trajectory. In its most recent OFSTED Inspection - December 2016 - Firbeck was judged to be requiring improvement. This demonstrates progress from Ofsted's previous rating of the school. Standards of teaching and learning in the school and attainment levels continue to improve. Firbeck, like NUSA in the secondary phase, offers specialist provision for deaf children. The schools cater for the needs of deaf children from across the city as an integral part of the mainstream school. University of Nottingham staff make a range of contributions to the three academies. Widening Participation staff facilitate the enrichment links between the University and the three academies; while academic and professional service staff serve on academies' governing bodies. Since September 2016, University of Nottingham colleagues involved in academies meet termly to share information and discuss strategic support; and they receive half-termly written updates. Examples of the enrichment support offered by the University include: students visiting academic faculties and enjoying lectures; use of lab facilities; academic mentoring from University undergraduates; involvement in bespoke projects; an extensive programme of workshops run by our partner organisation, IntoUniversity; 36 arc . .!monstrat assertrof ft: school topic-Da •• • s; aspiratior informatid„ „„- „lidance sessions LICH VCI CU 11 ie academies; acac ;v: the academies to deliver workshops or lecture_ Firbeck KS1 pupils locating Spanish speaking countries during an Arts and Humanities Wovv day •irning salsa from Lat 37 Contact details For further- H-iformation, please contact: Dr Penelope Griffin Deputy Director of Student Recruitment (Widening Participation and Outreach) tel. 0115 951 3995 email: penelope._griffinCconottingham.ac.uk Emma Szembek Head of Widening Participation Tel. 0115 846 6468 email emma.szembekCa)nottingham.ac.uk Widening Participation Team University of Nottingham Lenton Lane Nottingham NG7 2NR www.nottingham.ac.ukjwideningparticipation 38 University of Nottingham ' CHINA MALAYSIA Family Learning Evaluation Report 2016-17 Executive summary • Progress has been made towards all Learning Objectives to a greater or lesser extent m Feedback from both adults and children is positive across the board • Evaluation tools should be critically reviewed for next year Outputs Contact Strands Schools IntoUniversity Classes* Activities opportunities centres AMP' 1218 2 7 3 13 30 *In this instance 'classes' means unique group of learners. University of Nottingham UK i CHINA MALAYSIA About Family Learning The University of Nottingham works with families of primary aged children. This year, the programme involved 2 strands of delivery. Academic Support Family Learning — working in partnership with IntoUniversity (IU), three core sessions are delivered to the children that attend after school sessions and their families. These run in the IU local learning centres in autumn and spring and culminate in a graduation ceremony at the University in the summer. The core family programme is augmented by sessions designed just for the parents/carers. This year saw two parent only sessions: • Supporting your child with maths. • Adults returning to Higher Education. Wonder' Family Learning — using The University's Wonder' community day as a catalyst, families were recruited through seven local target primary schools. Aspirational sessions were delivered to families in the schools before bringing them to the University on the day of Wonder' to experience a wide range of hands on, interactive activities. An afternoon tea event was also delivered on the day, specifically for these families. Aims The Family Learning programme aims to achieve Learning Objectives (LO) one, two and three from the Bridge Group Report'. ■ LO1 — Awareness of higher education ■ LO2 — Raising aspirations and motivation ■ LO3 — Enhanced interest and engagement in educational topics or subjects The programme also aims to achieve the further learning objective of: ■ Enjoyment of engagement in joint activities (with their family) 1 Social mobility through higher education. Framework for progression: cross-sector activity in support of all learners. Report, July 2013. Page 13 Page 1 of 15 University of Nottingham UK CHINA , MALAYSIA Evaluation methods Family Learning is evaluated using several methods gathering both qualitative and quantitative data. A combination of pre and post questionnaires and event feedback forms were used (see appendices 1-5). Impact: analysis of data Impact on learners Progress towards achieving L01- Awareness of higher education Academic Support Family Learning This was measured using a combination of pre and post questionnaires (see appendix 7 for more information on this method) and event feedback forms. When asked the question 'I now feel like I know more about University' at the spring and summer sessions, 88% of adults and 92% of children agreed or strongly agreed with this. This demonstrates excellent progress towards the goal of increasing awareness of Higher Education. Figures 1 and 2 show: change in awareness level of group when asked 7 now feel more informed about University/Higher Education?' Fig 1 - Adults Fig 2 - Children 60 120 50 100 4.., J.__ - 40 —• 80 C) a) -D 30 60 c. c-) 20 c.) 40 = fx 10 20 0 0 Strongly Disagree Agree Strongly Strongly Disagree Agree Strongly Disagree Agree Disagree Agree In the pre and post questionnaire, adults and children were asked how much they thought they knew about university both before and after the programme. Due to the low sample size, the results were inconclusive; 50% of participants showed no increase. It is possible that not all of the respondents attended the session that was specifically about Higher Page 2 of 15 University of Nottingham UK CHINA I MALAYSIA Education. 47% of children responding showed an increase or significant increase in their knowledge. However, this increase cannot be solely attributed to participation in Family Learning as the children are working with IntoUniversity on a more regular basis. `Wonder' Family Learning Event feedback forms were used to gather data for this programme. 39 adults and 35 children completed the forms. In response to the question, 'I now feel that I know more about University' 100% of adults and 88% of children either agreed or strongly agreed with the statement. Again, this demonstrates excellent progress towards achieving LOi. Progress towards achieving L02- Raising aspirations and motivation Academic Support Family Learning Adults were asked whether they wanted their children to go to university and why and the children were asked whether they wanted to go in the future and why. No increase was registered in the adults as 100% stated at the beginning that they definitely wanted their children to go to University. This outcome can be expected, as the parents/carers are already sending their children to IntoUniversity, therefore already appear to have aspirations for them. 43% of the children showed either an increase or significant increase in their desire to go to University from beginning to end. Again, this should be considered in light of the ongoing inputs they receive at IntoUniversity, It does however demonstrate some progress towards achievement of this Learning Objective. Figure 3 shows the increase in aspiration to go to University of the children when asked: "Do you think you want to go to University when you are older?' from beginning to end I 5 10 5 0 Decrease no increase incre se significant incre Ise Progress was evident in the quality of the answers to 'What is the reason for your answer?' For example, one adult answered before 'so they could be useful to themselves and give back to society' and after 'so they could get a career and be a professional in their field'. One child answered 'Because I want to study dinosaurs' before and 'Because I want a good job and learning never stops' after. This demonstrates a shift in attitude and understanding of the possibilities from before to after. Page 3 of 15 [subject]' ontheeventfeedbackformsatsessionsthatinvolvedacademicactivities. This wasmeasuredthroughanswerstothequestion'Inowwantlearnmoreabout Progress towardsachievingLO3—Enhancedinterestandengagementin informative, 94%ofadultsagreedorstronglyand96%children educational topics Academic SupportFamilyLearning When askedaboutwhethertheacademicactivitiesatgraduationwerefunand something new.Thisimpliesenhancedengagementineducationaltopics. strongly agreedthattheywere.Thisdemonstratesahighlevelofengagementinthe This isacoreelementoftheFamilyLearning programme.Familiesareencouragedto name] andknowingthat shewantstogoUniversity.'And'Ienjoyed workingwithmy the eventfeedbackforms. Family'. Thesamequestion totheadultswasanswered'Spending timewith[daughter's educational topicsbeingdelivered. When asked'Ienjoyedworkingwithmyfamily' 99%ofadultsand92%childreneither When askedwhethertheyhadenjoyedlearningnewthings100%ofadultseitheragreed Figure 4showstheinterestincontinuedstudyofatopicfuture. or stronglyagreed.100%ofchildrenagreedthattheyhadlearnt Progress towardsachievingLO4—Enjoymentofengagementinjoint work togetheracrossallactivities.Enjoyment ofworkingtogetherwasassessedthrough Academic SupportFamilyLearning activities (withtheirfamily) about thissession?'some childrencommented'WorkingwithDad' and'Beingwithmy agreed orstronglywiththestatement. Whenasked'whatwasthebestthing family andplayingthe gameasateam.' `Wonder' FamilyLearning C QJ c.) 30 10 20 University of UK ICHINAMALAYSIA Nottingham () Strongly DisagreeAgree Disagree Adult Feedback Agree Respondents 80 60 20 40 0 Strongly DisagreeAgree- Disagree Child Feedback Page 4of15 Agree University of Nottingham UK I CHINA I MALAYSIA `Wonder' Family Learning 100% of adults agreed or strongly agreed that they had enjoyed learning new things together as a family. Feedback from other people involved in the project `Wonder' Family Learning Objectives Teachers from the seven participating schools were surveyed on their opinions of how our core objectives had been met. Five out of seven strongly agreed that we had met the LOs on: increased awareness of Higher Education, raising aspirations and motivation, encouraging families to spend quality time together and enhancing their interest and engagement in educational topics. Six out of seven strongly agreed that we had met our target on inspiring children and their families to consider Higher Education as an option for the future. The remainder agreed that the programme had met all four learning objectives across the board. Impact Below is a sample of the responses given by teachers when asked 'what was the best thing about the programme?' `To be able to show [the families] what can be achieved by coming to University.' `Being able to take the whole family.' `It is great to be able to take families to the University to show them what is on offer' Page 5 of 15 University of Nottingham UK I CHINA I MALAYSIA Areas of strength ■ The programme plays a strong role in introducing the idea of university and aspiration to parents/carers that otherwise would not have access to this elsewhere. ■ The combination of information about higher education, aspiration raising activities and sharing academic knowledge in a hands on and engaging way, works well together and makes the different aspects of the programme interesting and inclusive to the mixed audience of adults and children. ■ IntoUniversity report that the programme strengthens their relationships with the parents/carers who attend. This in turn, enables them to work better together for the benefit of the children. ■ The introduction of the Family Learning passports to academic support was popular with the families and provided some cohesion between the individual sessions that was previously lacking. ■ The partnership with IntoUniversity is strong and works well to ensure the smooth delivery of the programme. ■ The incorporation of University of Nottingham academic staff and students adds a unique aspect to the programme. Areas for improvement ■ LO2 has not been measured successfully. New methods for measuring this should be explored for next year. ■ The process employed for the pre and post questionnaires for Academic Support for Family Learning did not yield enough useable data and was flawed in its conception in a number of ways. This should be reviewed for next year. Conclusion and recommendations The data provided suggests that progress has been made across all the Learning Objectives with excellent progress towards L01, LO3 and the final Learning Objective. Some progress has been made towards LO2 - although the data set available does not allow for strongly evidenced conclusions to be drawn for this LO. Page 6 of 15 University of Nottingham UK CHINA I MALAYSIA The programme is popular with both adults and children alike and the vast majority of feedback gathered across both strands is extremely positive. Evaluation tools should be critically reviewed and developed for next year. The introduction to higher education and aspiration raising session should be delivered at the beginning of the programme in the autumn term rather than spring. There was some inconsistency between the questions asked to the adults and the children about the same events. This needs to be rectified for next year. Page 7 of 15 University of Nottingham UK I CHINA I MALAYSIA Appendices Appendix 1: Academic Support Family Learning - Adult Pre/Post Questionnaire Please answer these questions as honestly as you can. You should answer the questions before completing any activities. All answers will be anonymous — we will not record your name. Do you think you want your child(ren) to go to university when they are older? Definitely Maybe Not sure Definitely not What is the reason for your answer? How much do you think you know about university? A lot Some A little Nothing at all How much do you think you know about what someone needs to do to be able to study at university? A lot Some A little Nothing at all What do you think are the main things that can help with this? Page 8 of 15 University of Nottingham UK I CHINA ; MALAYSIA Appendix 2: Academic Support Family Learning - Child Pre/Post Questionnaire Please answer these questions as honestly as you can. You should answer the questions before completing any activities. All answers will be anonymous — we won't record your name. Do you think you want to go to university when you are older? Definitely Maybe Not sure Definitely not What is the reason for your answer? How much do you think you know about university? A lot Some A little Nothing at all How much do you think you know about what you need to do to be able to study at university? A lot Some A little Nothing at all What do you think are the main things that can help with this? Page 9 of 15 University of Nottingham UK I CHINA I MALAYSIA Appendix 3: Academic Support Family Learning - Adult and Child Feedback Form Thank you for coming to our Family Learning event. We hope you found it enjoyable. We really value your feedback, to help us to improve our work. Please circle your response: Strongly Disagree Agree Strongly disagree agree I/we enjoyed this session 1 2 3 4 The drop in activities were fun and 1 2 3 4 informative I/we learnt something new today 1 2 3 4 I/we would like to attend future 1 2 3 family learning events I/we now feel more informed about 1 2 3 4 University/Higher Education What was good about this session? How can we improve this session? Page 10 of 15 University of Nottingham UK I CHINA I MALAYSIA Appendix 4: `Wonder' Family Learning Adult Feedback Form Thank you for coming to our 'Wonder' Family Learning event. We hope you enjoyed it. Your feedback can help us to make it even better next time! Did you attend the family session in your school before coming to the University today? Yes/No Please circle your response: Please circle your response: Strongly Disagree Agree Strongly disagree agree I/we enjoyed the session in school 1 2 3 4 I/we enjoyed the event today 1 2 3 4 I/we now feel like I know more about 1 2 3 4 University I/we enjoyed learning new things 1 2 3 4 together as a family I/we would like to attend future Family 1 2 3 4 Learning events What was good about the session in school and/or your visit today? How can we improve this programme? Page 11 of 15 University of Nottingham UK 1 CHINA 1 MALAYSIA Appendix 5 `Wonder' Family Learning Child Feedback Form Thank you for coming to our 'Wonder' Family Learning Event. We hope you enjoyed it. Your feedback can help us to make it even better next time. Did you attend the family session about 'Wonder' and university, in your school before coming to the University today? Yes/No (please circle your answer) Please tick I enjoyed the session in my school — only tick this if you came I enjoyed the visit to the University today I learnt something new today I now feel like I know more about university I would like to come to more sessions like this My favourite part was... One thing that could be better is... Page 12 of 15 University of Nottingham UK CHINA i MALAYSIA Appendix 6 Academic Support Family Learning quotes from Parent Feedback Forms LO1 - Awareness of Evaluation Tool - Feedback Form Question asked - 'What was Higher Education the best thing about the session?' 'Providing information regarding university fee's' The teaching and learning about University' 'Very informative - financial information was useful. The activities were engaging' LO2 - Raising Evaluation Tool - Feedback Form Question asked - 'What was aspirations and the best thing about the motivation session?' The graduation ceremony makes the children know that the input and effort at IntoUniversity is rewarded' 'Children wearing academic regalia to help and to encourage them and felt the beauty and the happiness of wearing that. In their future it will be a true story and their dreams will come true.' 'A fantastic fun session with the kids, more insight about university life has increased their adrenaline and passion into moving on to university' LO3 - Enhanced Evaluation Tool - Feedback Form Question asked - 'What was interest and the best thing about the engagement in session?' educational topics 'It gives an insight into engineering and what it's all about' ' [The] family experiment on waste water to clean water' 'I personally liked the illusion of our eyes through the glasses. I think it was great, an activity that educates.' 'All of the sessions were fun and taught you something new.' Page 13 of 15 University of Nottingham UK 1 CHINA 1 MALAYSIA Appendix 7 Academic Support Family Learning pre and post questionnaires Unfortunately, use of the data from the pre and post questionnaires was problematic. Only a small number of pre and post questionnaires were able to be matched up at the end of the year — 10 adults and 30 children. As a sample size, this is not large enough to draw any real conclusions from in terms of demonstrating impact. However, the feedback gathered is still referenced in the report for information. Page 14 of 15 The University of Notti am Fz-i;;Iily Suppers 2017 Dates: Tuesday 215' March Saturday 15' April Tuesday 4th April Recruitment: A list of target schools was agreed with Nottingham Trent University based on Widening Participation criteria. Letters were sent via Futures to 6,110 Year 10 students across 38 target schools. Letters were sent in two batches, Group1 and Group 2. The Widening Participation criteria score was used to select schools, with 10 being the highest/most target. In Group 1 were schools with a score between 10-5, in Group 2 were schools with a score between 4-1. Gro us Grou • 2 Nottingham University Samworth Academy Ilkeston Ormiston - meet 2 criteria Ellis Guilford Holgate School e u we ca emy All Saints' R.C. School Top Valley Academy Ashfield Technology College Oakwood School The Nottingham Emmanuel School Djanogly City Academy Nottingham Outwood Academy Portland Nottingham Academy The Manor Academy Sutton Community Academy The Trinity School Nottingham Girls' Academy The Samworth Church Academy Magnus Church of England Bluecoat Academy (Aspley and Wollaton Quarrydale School The Newark Academy Serlby Park Academy The Brunts Academy Queen Elizabeth's Academy Selston High School Farnborough Academy Hall Park Academy Meden School Retford Oaks Academ The Dukeries Academy The National Church of England Academ Kirkby College The Redhill Academy NUAST Garibaldi College Bluecoat Beechdale Heanor Gate Applications, Invitatior and Attendance In total 229 families responded, applying across the three dates. UoN selection criteria was based firstly on; whether the student was or had been in care, whether the student received free school meals, whether the student has a disability. Secondly, whether the student was the first generation in their family to go to university. Thirdly, if they attended a school with 4 or 5 WP criteria or above. Across the three UoN events 123 families were invited, in total 104 families attended. See table below. This year both UoN and NTU trialled a Saturday lunch time event. At UoN this option was the most popular amongst applicants and had the highest conversion to attendees on the day. The least popular and lowest conversion for turn-out was Tuesday 4th April. The 4'h April was the last date at both universities, therefore there is the longest period of time between application, invite and event. This date also coincided with Nottingham City and Nottingham County school holidays. Applicants who were not successful for the 215' March or 15' April were offered a place at the 4th April event. Date Number of Number of Number of Number of families families invitet1 families in individuals in applied attendance attendance Tue 21st 65 40 34 (85%) 96 March Sat 1st April 139 43 39 (90.6%) 113 Tue 4th April 25 40 31 95 (77.5%) Total 229 123 (53.7% of 104 (84.5% of 304 applicants) invited families) The majority of applicants qualified under the criteria of 'would the pupil be the first generation in the family to attend university'. The table below details the number of applicants by criteria across the three UoN events. [Total number of Total number of Total number of Total number of applicants applicants with a applicants in or applicants first receiving free dkability been in care generation tc.% , school meals attend HE 1eo 1-1A‘ k0 20 pupils (8.7% of pupils c . f 1/1 pupils ( of 131 pupils (57.2% total applicants) )tal applicants) total applicants) of total applicants) The table below details the breakdown of applicants by school, Group 1 schools are highlighted in green. Looking at the same information from the previous two years there is a pattern of the same schools engaging or not engaging as much. Going forward, the schools that are not engaging as much but have a high WP score, could be contacted with more targeted promotion. For example emailing the Head of Year 10 or the schools outreach contact directly or highlight this opportunity at Key stage 4 sessions. For schools that are nearby, for example Farnborough, it may be possible to do a brief shout-out/talk in the year 10 assembly. However all schools invited to apply and invited are WP target, Responses Responses Responses WP F-ore of families of families of families of sc__ooi School 2015 2016 2017 (10-1 All Saints' R.C. School n a 9 Redhi Academy 2 21 9 Ashfield Technology Co lege 23 15 National Church of England Ac. 0 4 Trinity School 4 14 B unts Acade y 6 11 Ha Park Academy n/a O 0 Nottingham Academ 2 0 Ellis Guilford Quarrydale School Bluecoat Acade Wollaton Bluecoat Academy Aspley Sa orth Church Academy Holgate Schoo Se ston High Schoo n a Bulwell Academy anor Academy 2 Nottingham Girls' Acade y The Duke es Academy Garibaldi College n Nottingham Em anue Schoo NUSA Sutton Community Academy Top Valley Academy 10 Bluecoat Academy Beechdale n/a Newark Academy n a NUAST n/a Oakwood School Outwood Academ Portland Serlby Park Academy m Djanogly City Academy n/a Kirkby College Queen Elizabeth's Academy 0 etford Oaks Academy a Farnborou h Academ. Heanor Gate Science College* n/a 0 Ormiston Ilkeston Enterprise Ac. n a 0 0 Total number of applicants 169* 238 229 General feedback Participants were asked 'what was the best thing about the event?' Common answers were: • Student Life session • Kahoot finance quiz and the fact it was interactive • Campus tour Participants were also asked 'what other areas would you like to hear about?' Common answers were: • More information on specific subjects/subject talks • More interactive activities 9 Signage on building and around the campus 9 More information on accommodation 9 A session for younger siblings 9 More information on how to apply to university • More Saturday events • More information on students finance/debt and income thresholds for loans • A Student Life session without parents • More information on next steps, which subjects to choose at level 3 and how parents/carers can support their children. 9 More information on extracurricular activities and opportunities at university • More informat:Dn about support services at university Recommendations based on • Some participants used the postcode on the email signature for directions. This led them to KM[ instead of UP. It would be advisable to remove this information from next year's correspondence. Feedback also reported that some participants found the UP satnav code took them to the West Entrance. At the last event further information was provided to guests with details of how to locate the building and carpark from different entrances. This information could be included as standard next year, along with an annotated map. • There were a number of phone calls to the office from families that had not received a response regarding their application. This may have been due to error with mail merge. To confirm all responses have been delivered successfully, it would be advisable for the Outreach Officer email addresses to be included in the response confirmation/rejection emails. • The campus tour was trialled this year based on last year's feedback. The tour was offered prior to the event start time for those that wanted to attend earlier. A high number of participants took this opportunity. It would be recommend to include a campus tour option in the future. If tours are included in future events it would be advisable to have all Student Ambassadors starting at an earlier time to ensure enough staffing. • Based on feedback from last year, hot food was provided. The feedback for this was very positive and there was plenty available for a reduced cost from last year. The contact for catering is Liam Jordan. The timing for serving food needs to be confirmed at prior to and at the start of the events with the servery staff, as this was delayed at two of the events. • The location changed this year to the Portland Building so the food court could be utilised. The building worked well as a central location and the rooms had a less stately atmosphere than the Senate Chamber, and therefore more welcoming. Not 4 all breakout rooms were available on the same floor and the main lecture room and food court were separate. This meant that more time was needed to direct participants and transition groups to different locations. Two Officers from UoN were definitely required during this time. ▪ More information on specific subjects was requested. This year subject brochures (in addition to prospectuses) were made more clearly visable. It may be worth explicitly stating that with so many interests in different subjects we cannot go into detail about specific subjects, but instead highlight the UoN Open Days where students can talk to academics from those fields. Subject preference could be information collected at the application stage in a free form text box. This information could be helpful when selecting Ambassadors for each event. • More signage could be provided. It may be worth looking at using A-board signs at entrances if the gatehouses are not staffed. ▪ The Student Life session was popular, it was suggested in feedback from participants and SAs that separate pupil and parent/carer session could be provided. This would cover different questions/concerns about university and may enable some pupils to speak out more. Although, as pupils attend with their family, rather than as a school group, it may be that some pupils would not feel confident in doing this. • More information was requested for accommodation. In the final event the Student Highlights video was replaced with 'a day in the life of a university student' video and played prior to the Student Life session. As a follow up from conversations in this session, an accommodation video was shown. • More games and activities could be provided for younger siblings, however they would still need to accompany their families around the talks etc. • More information was requested about academic and disability support at university. It would be helpful for the Schools and Colleges Team to have a briefing from Student Services about the support offered and the process of applying for specific requirements. More information/literature could be provided at events. • More information on finance and income thresholds for loans were requested. A slide was added into the presentation to detail this. • More information on supporting pupils in choosing subjects or if pupils do not know what they want to study. A slide can be added to the presentation to highlight facilitating subjects, the 'Informed Choices' website and literature and the '16-18 Choices' on the UCAS Progress website. ▪ More literature could be provided on study abroad, the careers service, volunteering and sports/societies. ▪ A slide could be created and added to Key Stage 4 sessions for target schools to highlight the Family Suppers scheme. Potentially email outreach contact/Head of Year 10 at target schools to promote the scheme and notify teacher that the letters have been sent to students at home. On the Students in Classrooms Scheme, lecture shout-outs have proved effective for raising awareness of schemes and encouraging applications. A brief assembly talk, promoting Family Suppers, could be offered to some schools that are not engaging as much. • Keep two UoN Outreach Officers at the UoN events to cover the different locations and transitions. 5 Sutton Scholars 2016-17 End of Year Report Please use this form to report on your activities specific to funding from The Sutton Trust. Alternatively, we are happy for you to use a different format if you wish to, as long as all the required information is included. Completed forms and supporting material should be emailed to [email protected] by 14th August. Overview Organisation: The University of Nottingham Programme Name: Ambition Nottingham Contact Name: Michael Dosanjh Telephone: 0115 8466442 Email: [email protected] Year of Grant: 2016 Grant Amount: £40,500 Date of Report: 21.8.17 Completed by: Michael Dosanjh Section 1: Programme Background Please list the agreed aims and objectives of the programme (if different from previous report) Ambition Nottingham: Kusuma Sutton Scholars complements our Ambition Nottingham programmes for Years 10 to 13, meaning that the University of Nottingham now provides a continuum of support for high-potential pupils throughout secondary school and sixth form. Working with pupils in the first three years of secondary school, the programme aims to lay the foundations for progression to selective universities. We have now ended our activities and events working with pupils from Y7-Y9 for the current academic year (16/17). This academic year we have recruited 315 Y7 participants for the programme from 22 schools across Nottingham and Derbyshire. Seven of the schools that we work with across the programme are located in ex coal mining communities as part of our partnership with Kusuma. The Ambition Nottingham programme (Years 7-9) is funded by the University of Nottingham, The Sutton Trust and Kusuma Trust. We now consistently provide two core events per year for students on the programme from Y7-Y9 as well as optional enrichment 1 days for students in Y7 and Y8. All events that form part of the programme are highlighted in the activity overview document. Key features of this programme include: • development of communication skills, confidence and leadership through all activities • Increasing confidence in selective Universities • sessions based in school, on campus, and at our local Nottingham Potential IntoUniversity centres • academic enrichment activities that support attainment through developing skills in solving problems, reasoning and logical thinking • developing employability skills through extra-curricular activities. Current cohorts registered on the programme 2016/17 Cohort 1 — Enrolled 2014/15 Current Year Group : Y9 Total students registered: 199 Cohort 2 — Enrolled 2015/16 Current Year Group : Y8 Total students registered: 292 Cohort 3 — Enrolled 2016/17 Current Year Group : Y7 Total students registered: 315 We now have just under 800 young people registered on the programme spanning three year groups. In regards to cohort 3, we asked schools to recruit pupils for the programme based on the following criteria. Students needed to be recognised/identified by schools as part of a Gifted and Talented/Highly Able or equivalent cohort within school. Alongside this, they also were required to meet at least two of the following WP baskets. Basket 1: Family income Be eligible or in receipt of free school meals during the last six years (Ever 6 FSM) and/or the Pupil Premium and/or Service Premium Basket 2: Family history of higher education Be in the first generation of their family to attend university Basket 3: Home Post code Live in an area with high levels of socio-economic deprivation (assessed by the University of Nottingham post code checker. httos://www.nottingham.ac.uk/ugstudy/applying/oostcode-check.aspx Basket 4: Previously or currently Looked After or in Care. 2 Basket 5: Disability affecting their studies Basket 6: Other — (example EAL) Initially, we asked schools to target participants for cohort 3 who met an academic criteria based on their KS2 SATS's (see below) alongside meeting any two of the WP baskets above. Academic criteria. Students put forward by schools initially had to have a high score (110+) in Reading and Mathematics and the expected standard in Writing and/or achieved 112 in one of these subjects (equivalent to achieving Level 5 in three out of four KS2 SATs (Reading, Writing, Math and Spelling, Punctuation and Grammar) and/or Level 6 in one of the subjects in the old system). It became clear after publicising this criteria to the schools that they were unable identify a pool of pupils who fulfilled both the academic and W.P. criteria. After a number of schools explained to us that they could not submit a cohort under this criteria, it was agreed after conversations with the Sutton Trust, that schools could waive the academic criteria for participants as long as students met 2 WP baskets. We also emphasised to the schools that they should only recruit students who they believed to be gifted and talented and have the potential to access Higher Education in the future. Please provide a brief assessment of your progress against the aims and objectives of the programme since the last reporting period i.e. last six months Achievements to date ( September 2016- August 2017) Recruitment Cohort 3 -2017-2019 ( Current Y7s) • We have now finalised recruitment for cohort (3) and met our recruitment target which was 300 Y7 students (315 recruited). These students span a total of twenty two secondary schools situated within the Nottinghamshire and Derbyshire region. Existing cohorts 1 and 2. Cohort 2 — 2016-2018 (Y7-Y9) ( Current Y8s) • 292 Year 8 pupils from eighteen schools are currently registered on the programme. Due to three schools unable to release students for the planned Y8 event in Feb (due to staffing reasons), we also hosted an additional bespoke event in May in which we invited schools who were unable to attend earlier in the year. Two schools in this cohort have not engaged with the programme this year (due to staffing issues) despite the University trying to meet on numerous occasions with appropriate contacts within the school. 3 Cohort 1 - 2015-2016 ( Y7-Y8) (Current Y9s - completed programme in 2016) • 199 Year 9 Pupils from fourteen schools are currently registered on the programme and are due to enter Y10 in September in which they will be invited to events that form part of the Ambition Nottingham programme. Campus based events 2016/17 We have successfully delivered 16 campus based events for students registered on the programme this year. These have been core events with the exception of the Y7 welcome evening and our Ambition Enrichment days for Y7/Y8 participants. We do strongly encourage parents and participants to attend the welcome event but it is not compulsory. In regards to the Enrichment days, we also encourage students to attend but the event is hosted out of school hours ( Saturdays) We have also worked collaboratively with the University of Cambridge in which we hosted 2x events for their Y9 cohort of Scholars here in Nottingham taking our total number of events delivered up to 18. This year, the University of Cambridge also hosted our Y9 cohort for 2x events at Cambridge. Both events had a focus around increasing students' confidence in selective universities. We ask all of our partner schools to publicise the events to the registered cohorts within their schools and ensure they attend. It is also a requirement that school staff attend campus events with the young people. The University does not write directly to the registered pupils about events that take place during school time, this is solely the responsibility of the school. The University only writes directly to pupils about events that fall outside of school hours, such as evening or weekend events such as the welcome evening and enrichment days. Attendance for the majority of events has been very positive with most schools bringing all of their registered cohort of students onto campus when required. Events and attendance figures 2016/17 ( Cohort 1 ,2 and 3) *Please note that further information regarding events below including aims and objectives are highlighted in the activity overview document. Y7 Welcome Event (Cohort 3) - Due to the large amount of students enrolled on the programme, we hosted two welcome evenings at the University in November 2016. • 24 pupils and 41 parents attended our first Year 7 welcome evening event in November • 80 pupils and 137 parents attended our second Y7 welcome event hosted in November. Two schools registered on the programme are based within Northampton (nearly 2 hours from the University). To ensure all parents and young people were welcomed onto the programme, we did a bespoke welcome evening at each school engaging with 18 pupils and 24 parents across two evenings. 4 Y7 'In School Visits' (November-January) • 284 Year 7 pupils participated in our school-based preparation visits throughout 2016/17. (two schools were unable to accommodate preparation visits due to conflicting events/priorities within schools during 2016/17). We visited and delivered sessions to 20 of the 22 schools registered on the programme for cohort 3. Y7 Campus Visit Day (December/January)-Due to the large amount of students in the cohort, we delivered 4x campus events to accommodate all schools and to keep participants numbers manageable. • 249 pupils from twenty one schools attended one of the four Year 7 'Introduction to University days which were delivered in December and January. We hosted an additional event in June for both Y7/Y8 students who were unable to attend events earlier in the year. During this event, we had an additional 17 Y7 students attend taking the total number of students that attended an event on campus to 266. Y7 Ambition Enrichment Day (April) — During April we hosted this event twice to ensure participants numbers were manageable. • This event is optional for students as it is hosted outside of school hours (Saturday). In an attempt to increase attendance numbers for the event following low numbers in the previous year, we invited parents/carers to join staff and students for a networking lunch and to view poster presentations and film advertisements created by participants. This helped increase attendance figures from last year — 51 participants attended compared to 34 last year - with the parents of the vast majority of participants deciding to join us for the presentations and the lunch. Y8 'In School Visits' ( Cohort 2 December/February) • 165 Year 8 pupils participated in our school-based preparation visits throughout 2016/17. Similar to the Y7 cohort, some schools were unable to accommodate preparation visits due to conflicting events/priorities within schools. We visited and delivered sessions to 14 of the 20 schools registered on the programme for cohort 2. The visits to our partner schools took place between January and February. Y8 Campus Visit Day (February/March 2017) Due to the large amount of students in the cohort, we delivered 3x campus events to accommodate all schools and to keep event numbers manageable. • 190 pupils from fifteen schools attended one of the three Year 8 campus visit days which were delivered in February and March. Three schools have been unable to release students for events this year due to staffing reasons. We hosted an additional event in June for both Y7/Y8 students who were unable to attend events earlier in the year. During this event, we had an additional 20 Y8 students attend from two schools taking the total number of Y8 students that attended an event on campus to 210. 5 Y8 Ambition Enrichment Day (May) — During May we hosted this event twice to ensure participants numbers were manageable. Similar to the Y7 Enrichment day, this event is optional for students. We again invited parents/carers to join staff and students for a networking lunch and to view poster presentations and film advertisements created by participants. Overall attendance figures did decrease slightly from last year (21 this year across two days, 24 last year on one day). This was due to unfortunately large drop-outs on the day itself from parents/children who had originally signed up to attend (22 students who had initially signed up to the event failed to attend over the two days).There appeared to be a variety of reasons for this (illness, car breakdowns, parents forgetting) although distance did not appear to be one of them, with a high proportion of those attending coming from North Nottinghamshire/Derbyshire. Despite the numbers, overall feedback of the event, both from children and parents, was very positive. Y9 Campus Visit 'Student Apprentice' — October 2016 (Cohort 1) During October 2016, we delivered this event twice on campus. • 82 pupils from nine schools attended one of the two Year 9 campus events. Three schools were unable to release students for events this year due to staffing reasons and a further two schools withdrew from the event at short notice , again due to staffing issues. Y9 outward campus visit to the University of Cambridge ( March 2017) • During March, we invited all of our partner schools to a visit day at the University of Cambridge. This event was offered as optional to our partner schools, however, 80 pupils from seven schools attended one of the two visit days on offer. Transport to and from Nottingham for each school was provided for. Y9 campus visit from Cambridge Scholars (April and May 2017) • During April and May, we invited Cambridge Sutton Scholars students to a visit day at the University of Nottingham.89 pupils from schools in the region of Great Yarmouth and Kings Lynn attended. Section 2: Annual programme costs 6 Total programme expenditure: Cost per head: University contribution: Sutton Trust contribution: Total underspend/overspend: Reasons for under/over: Section 3: Programme Recruitment and Retention Cohort 1 : Started programme in 2015 (Y7-Y8) Completed programme in 2016 Number of participants that 199 students are now registered in cohort 1 and will completed the programme: be moving into the Y10 aspect of our 'Ambition programme' for 2017/18. Of the 199 participants, 195 attended 1 or more activity during the first year of the Scholars programme (Y7) 2015.0pupils who registered in cohort 1 did not take part in any activities/events during their first year, schools were notified of this but no replacement pupils were put forward. 172 participants attended one or more activity during the second year of the programme (Y8) 2016. Students were asked to complete an end of programme survey once they were in Y9 (October 2016). Number of participants that did not 200 students were initially registered on the complete the programme - please programme.apupils who registered in cohort 1 did give reasons why: not take part in any activities/events during their first year, schools were notified of this but no replacement pupils were put forward. These students did not also attend any activities in the final year of the programme. The number of participants attending events in the final year of the programme decreased due to two schools dropping out of the programme due to staffing reasons. Section 3: Programme Recruitment and Retention Cohort 2 : Started programme in 2016 (Y7-Y9) Due to complete programme in 2018 Number of participants that 292 Year 8 pupils from eighteen schools are currently completed the year: registered on the programme. Due to three schools unable to release students for the planned Y8 event in Feb (due to staffing reasons), we also hosted an additional bespoke event in May in which we invited schools who were unable to attend earlier in the year. Of the 292 participants, 280 attended 1 or more activity/event during the first year of the Scholars programme (Y7) 2016. 249 participants attended one or more activity during the second year of the programme (Y8) 2016. Students were asked to complete an end of 7 programme survey once they were in Y9 (October 2016). The number of participants attending events in the second year of the programme decreased due to a lack of engagement with three schools due to staffing issues within the school. We will by trying to re-engage with these schools for the next academic year. Number of participants that did not 300 students were initially registered on the complete the year - please give programme in 2016. 8 pupils have been removed reasons why: from the programme for various reasons (moving schools, not wanting to attend events. Schools were asked if they wanted to put forward replacement students but no replacement pupils were put forward. Section 4: Key activities and events (Please outline key events and activities which occurred within the last reporting period) Please see attachments with the report. Section 5: Key activities and events (Please outline key events and activities which will occur in the next reporting period i.e. next 6 months) You can attach a planning timetable if easier. Please see attachments with the report. 8 Section 6: Programme successes and challenges i. Summary of key successes and innovative developments in relation to the programme, if any. This year, one of the largest successes has again been the number of pupils that have registered onto the programme (315) for cohort 3. These pupils have met the eligibility criteria set out for the scheme and over a third of students have attended the welcome evening, in school visit, and campus event at the University. We have secured and maintained our partnerships with schools from cohort 2 which has contributed to the amount of students that have registered onto the programme for 16/17. We have seen an increase yet again in attendance for welcome events and we have interacted with a greater number of new students (compared to cohort 2) when delivering our 'in school' visits. Our Y7 in schools visits saw us interact with over 280 young people during 2016/17 compared to 171 pupils during our school visits in 2015/16. Following feedback from teachers and pupils, we redesigned various activities for our Y7 campus event to make this more interactive. We have allowed greater time during the event for pupils to explore the campus and reflect upon what they have learnt. Our Y8 event on campus is now focused around course choices at key stage 4 and the importance of making informed decisions. Much of the content of this event was previously covered for Y9 students, however, from speaking with partner schools, students are now asked to make their key stage 4 options in Year 8. We have also been able to implement an accommodation tour within our Y8 event, students are able to see a show flat at our Sutton Bonnington Campus. We have developed our events and activities for the Y9 cohort significantly. Students are invited onto campus for our 'Student Apprentice' event. The event is focused around developing students' entrepreneurial skills within a Higher Education environment. Further information regarding each event is detailed in the event overview. One further development and success to the Y9 cohort is the addition of an event to another selective university (Cambridge). I'm pleased to say we have been able to utilise the links and partnerships gained through the Scholars programme and offer this additional event to 9 students in Nottingham. Alongside this, the University of Nottingham also hosts Sutton Scholars pupils from Cambridge who are in Year 9. This year, we have also designed and developed marketing materials for the programme in the form of 'goodie bags'. The bags have contained stationary as well as information and guidance around Higher Education, the bags and have been distributed to over 400 young people registered on the programme spanning years Y7-Y9. We have had greater success this year in gaining a greater amount of parental consent for students to be part of monitoring and evaluation research. We worked with the Trust to streamline the consents forms and we identified what information the trust requires. This has resulted in the University being able to share a larger amount of student data for cohort 3 than we were able to with students on cohort 2. More students now have consent to be part of evaluation research than students in cohort 2. It has been identified that data sharing is still an issue and further discussions between the University and the Trust still need to take place around this. Last year, we obtained consent for 158 students in cohort 2 to be part of evaluation and research, this year we currently have consents for 201 students ( two thirds of cohort 3) to be part of research that is conducted by the Sutton Trust evaluation partner. We are actively trying to gain consents for students through reminders via school coordinators as well as writing directly to parents periodically to chase for missing information. To encourage greater attendance at our Enrichment dates which are hosted outside of schools hours (Saturday), we invited parents/carers to join staff and students for a networking lunch and to view poster presentations and film advertisements created by participants. This did seem to increase attendance for our Y7 cohort compared to previous years, however, the Y8 attendance did slightly decrease. We hope that the introduction of the E-newsletter for 2017/18 will give parents advanced notice about events outside of term time which will hopefully encourage both them and their son/daughter to attend. We have also developed these events further and made them more interactive for participants. The use of flip cameras is now a key part of the day in which groups of young people are tasked with making advertisements linked to degree courses and universities. The feedback from the events this year has been very positive. This year we have also introduced an E-newsletter (Y7 and Y8 only) which aims to specifically inform parents/carers of the events their son/daughter has participated in throughout the past year. We also highlight in the newsletter about upcoming events and opportunities their son/daughter will be invited to. The newsletter is sent out in August at the end of the academic year. Parents/Carers who signed up to receive further information about events for their son/daughter will receive the newsletter, this is around 70% of parents/carers for cohorts 2 and 3. We hope that the newsletter will keep parents engaged in the programme and in turn encourage their son/daughter to attend events both in and out of term time. 10 ii. Summary of issues identified and action taken or proposed in response, if applicable During 2016/17, a small number of schools have been unable to attend campus events due to staffing issues within the school. This has affected attendee numbers for both cohort 1 and 2 most notably. We also have had a small number of schools withdraw from events at short notice, again, this has been down to staffing issues from a school perspective. We are continuing to work closely with the schools, offering bespoke visits where possible, particularly if they have withdrawn from an event at short notice. Moving forwards, we are actively trying to engage with those schools who haven't been able to release students this year. The programme manager is in the process of securing meetings with contacts in the schools to ensure they remain on the programme. We are also releasing event dates to schools before the new academic year starts, this allows schools to put dates in the school calendar well in advance of the event commencing. We have found that as students' progress further onto the programme, there is a greater amount of 'drop outs' on campus events. We are emphasizing to all schools that students must remain on the programme once they are registered and participate in all events. During the summer and in early September, I will be aiming to visit all partner schools to reinforce these messages and to run through event schedules for the year ahead. Hopefully this will resolve any schools dropping out of events at short notice, they will also be able to publicise events 5-6 months in advance to the young people on the scheme. The introduction of the E-newsletter which is sent out to parents will also hopefully encourage greater participation in the programme. Our Enrichment officers who attend in school sessions also try to energize and enthuse young people prior to them attending campus events so they look forward to attending the University. One key problem that is consistent each year is the loss of school contacts due to staff turnover within schools. During the start of each academic year, we often lose contact with around 3-4 schools due to staff members leaving over the Summer. Despite having advanced notice of staff leaving, we do our upmost to work with the school for them to identify a new contact to lead on this area of work, it can often be difficult and in some instances this year, the school simply hasn't allocated staff members to take over outreach work which has resulted in a small amount of schools not attending campus events. I'm not sure what further action we can take , however, I would be interested in hearing the views of other staff managing the Scholars programme who encounter similar problems and how/if they have managed to resolved these issues. 11 Section 7: Participant feedback (Please provide as many examples as possible of participant feedback, continuing onto separate pages if necessary. Include things such as comments captured during the event and emails or letters of thanks received afterwards. Please include results of any post-event surveys you carried out, particularly overall satisfaction rates) All activities hosted at the University of Nottingham require participants to complete a post event evaluation form. Prior to pupils joining the programme, they are also asked to complete a baseline survey. Please see a summary below of key feedback collated from various events throughout the academic year through completing university post event evaluations and comment cards. Y7 Welcome Evening x2 November Key feedback - Parents/Carers • Over 85% of parents highlighted that they were very satisfied with the evening. • 100% of parents rated the Sutton Scholars programme talk as 'good or excellent'. • Over 90% of parents agreed that attending the event and being part of 'Ambition Nottingham.' made them feel that their child is more likely to go on to University • 96% of parents felt the programme would motivate their son/daughter with their studies • Parents were asked the following question - "On a scale of 1-10, where 1 is definitely would not and 10 is definitely would, how likely is it that you would recommend 'Ambition Nottingham' to others? Over 95% of parents indicated a score of 8 or more. "We had a great time, enjoyed the activities and the information was great, A very friendly bunch. - Parent/Carer "It has been useful for us as parents as neither of us attended University so we can't give our daughter a first-hand insight" - Parent/Carer Key feedback - Participants • 98% of participants felt that being part of the programme made them feel that they were more likely to go to university. • Over 80% agreed that the activities that form part of the programme will motivate them to work harder at school. • 99% of participants felt they learnt more about university and the options available to them from attending the welcome evening. "I had a great time and it was great to meet new people" - Y7 Participant "Listening to the Students speak was interesting and I learnt a lot"- Y7 Participants 12 Y7 In School Visit - Meden School ( November 2016) • 98% participants rated the session as 'good' or 'excellent' overall. Students were then asked to read the following statements in which they had to indicate whether they disagreed or agreed with each one following the session, 1. I understand what Ambition Nottingham is - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement. 2. I know about the basic aspects of university life - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement. 3. I enjoyed the time capsule task - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement. 4. I enjoyed the freeze frame task - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement. 5. I know what my ambitions are for the future - 92% of participants either 'Agreed' or 'Strongly Agreed' with this statement. 6. I know what my strengths are and also the things I would like to get better at - 92% of participants either 'Agreed' or 'Strongly Agreed' with this statement. Y7 - In School Visit (Oakwood Academy) Y7 Campus 'Introduction to University Day' 17th January 2017. Key feedback: Participants • 95% participants rated the day as 'good' or 'excellent' overall. Students were then asked to read the following statements in which they had to indicate whether they disagreed or agreed with each one. 1. I know more about university after attending this event - 100% of participants 'Strongly Agreed' or 'Agreed' with this 2. I know more about university accommodation after this event - 98% of participants 'Strongly Agreed' or 'Agreed' with this statement 3. I know more about the different courses at university after this event - 97% of participants 'Strongly Agreed' or 'Agreed' with this 4. Attending this event has made it more likely that I will apply to university - 95% of participants 'Strongly Agreed' or 'Agreed' with this 5. I feel motivated to work harder at school after this event - 95% of participants 'Strongly Agreed' or 'Agreed' with this 6. Attending this event has made it more likely that I will apply to the University of Nottingham in particular - 89% of participants 'Strongly Agreed' or 'Agreed' with this 13 After each campus event, we ask participants to rate themselves against skills that they have utalised and developed throughout the day. The following 4 graphs show how the participants rated themselves on a scale of 1 to 10 on particular skills before and after the event in terms of the frequency of each score entered. (10 being the highest) Teamwork skills 25 >. 20 U w 15 0 10 a) 0 1 2 3 4 5 6 7 8 9 10 Scale Before 51 After 14 Presentation skills 16 14 12 Uc 10 cu n 8 6 LL 4 2 0 1 2 3 4 5 6 7 8 9 10 Scale Before 0 After Creativity 30 25 c 20 15 a- 10 LL 5 0 1 2 3 4 5 6 7 8 9 10 Scale Before After Decision Making 25 20 5 0 1 2 3 4 5 6 7 8 9 10 S c a I e Before a After 15 THE S UTTON TRUST Y7- Campus Visit Y7 Ambition Enrichment Day 45t April • 95% participants rated the day as 'good' or 'excellent' overall. Participants comments "I enjoyed meeting new people and building social skills" "I enjoyed making and designing our university, the recording was also fun!"- Parent/Carer comments "A wonderful idea. A look at what lies ahead for her. A way to meet new people. Look forward to the next one" "Enjoyed presentations given by children. Very impressed with what they have done in such a small space of time. The exercise was very useful in helping them to obtain an overall view of university life - both academic + social aspects. Thanks to all involved." "This has been a fantastic opportunity for my child. Student x really enjoys coming to the University. With the university support Student x will be able to decide on her options in Year 8. The University has also gave her the opportunity to meet other child & build on her rnnfirlpnrP Thanks." 16 THS SUTTON TRUST Y7 Ambition Enrichment Day Y8 In School Visit - Oakwood Academy (January 2017) • 100% participants rated the session as 'good' or 'excellent' overall. Students were then asked to read the following statements in which they had to indicate whether they disagreed or agreed with each one following the session. 1. The session helped me to think about what job I might like to do in the future - 1000/0 of participants either 'Agreed' or 'Strongly Agreed' with this statement 2. The session helped me to think about what skills I might need for particular jobs - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement 3. The session helped me to think about the subjects and courses I might need to study - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement 4. I enjoyed the drama task - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement 5. I feel prepared for the next Ambition Nottingham campus visit - 100% of participants either 'Agreed' or 'Strongly Agreed' with this statement Y8 Campus Visit 6th February • 90% participants rated the day as 'good' or 'excellent' overall. Students were then asked to read the following statements in which they had to indicate whether they disagreed or agreed with each one. 1. The event helped me to learn more about university - 98% of participants 'Strongly Agreed' or 'Agreed' with this statement 2. The event helped me to think about possible future careers - 98% of participants 'Strongly Agreed' or 'Agreed' with this statement 3. Attending this event has made it more likely that I will apply to university - 96% of participants 'Strongly Agreed' or 'Agreed' with this statement 4. The event helped me to think about my post-14 options choices - 95% of participants 'Strongly Agreed' or 'Agreed' with this statement 5. Attending this event has made it more likely that I will apply to the University of Nottingham in particular - 89% of participants 'Strongly Agreed' or 'Agreed' with this statement 6. I feel motivated to work harder at school after this event - 79% of participants 'Strongly Agreed' or 'Agreed' with this statement 17 The following 3 graphs show how the participants rated themselves on a scale of 1 to 10 on particular skills before and after the event in terms of the frequency of each score entered. (10 being the highest) Teamwork skills 20 U 15 C w = 10 0 EL"' 5 LL rfQ 0 1 2 3 4 5 6 7 8 9 10 Scale E-; Before F3 After Communication Skills 15 0 1 2 3 4 5 6 7 8 9 10 Scale Before n After 18 [ -SUTTON RUST Debating Skills 16 16 14 U 12 CD 10 0- 8 %T. 6 LL 4 2 1 2 4 5 6 7 0 10 Scale Before After Y8 Campus Visit photos — 19 THE SUTTON TRUST Y8 Ambition Enrichment Day 6th May • 100% participants rated the day as 'good' or 'excellent' overall. Participants comments "Designing a degree was challenging, but fun" "Meeting more people on the programme was good" Parent/Carer comments "I am very impressed with how well organised and resourced the program is. There has been some really hard work today and I appreciate how you are trying to support the choices my child is laced with" "Very good program. Helps to encourage my daughter to pursue her university. Thank you so much..." Teacher feedback from Y7/8 campus events "The University staff were very friendly and helpful" (Arnold Hill Academy) "Good day, thanks. Students enjoyed it and were engaged throughout" (Nottingham Emmanuel School) "Very well organised and managed" (Bramcote School) 20 Section 8: Case studies (Please provide at least three programme case studies i.e. detailed testimonials from participants, staff or other relevant stakeholders).Please attach .jpg photos of relevant parties and ensure that they have given permission for The Sutton Trust to use. Case Study - Paul Martin ( Academic Enrichment Programme Officer) 'I have been working on the Kusuma Sutton scholars programme throughout the course of the last academic year. It has been wonderful to see the impact that the programme has on our young, ambitious participants. My work has mainly involved arranging and delivering campus visits, in-school visits and even our Saturday Enrichment Days. I've been very lucky to travel to dozens of different schools across the region to see our Sutton Scholars in their schools. During these visits I help to provide them with information, guidance and support whilst raising their aspirations. The teachers we work with in schools are always extremely welcoming and supportive and are very grateful for the support we provide. These teachers share our own aspirations to raise the achievement of pupils who 21 may come from underrepresented backgrounds and are always keen to take full advantage of the opportunities we provide them with. It has been lovely to welcome so many young people to our campus visits this year. It has been especially exciting to welcome the Year 7s to campus for the first time. They just can't believe how big the university is! It can be a little daunting for them, yet hugely inspiring at the same time. The most popular aspect of our campus visits, as expressed by both pupils and teachers, is the chance to interact with our Student Ambassadors. These are current University of Nottingham students who act as fantastic role models for the school pupils. There are two other highlights which stick in my mind from this year. The first was our Ambition Enrichment days. Each of these took place on a Saturday, but yet the pupils were still very willing to give up their free time to get involved and worked their socks off on the day on the tasks they were assigned. Their parents were thoroughly impressed with the presentations they delivered at the end and could not believe that so much had been achieved in such a short space of time. The second highlight was the experience of taking two groups of Year 9 students to visit the University of Cambridge. The pupils could not believe the sheer scale of this institution. I remember after going on a tour of just one of the colleges, one girl's mind was completely boggled by the fact that this was simply one college out of 31! The programme has been a huge success this year and I very much look forward to working on it again next year'. Section 9: Media (Please outline and attach any press coverage which you have received relating to your programme during the reporting period) We have been consistently providing monthly programme updates for the Kusuma website. Alongside this, we also actively publicise events on our outreach twitter account. We frequently post pictures of events on the account and tag our partner schools in these. This has been positively received and increases the levels of engagements we have with our schools.(see pictures below) 22 TEE SUTTON RUST UoN Oui Ambition lob Otztfk:acil UoN Outreach Today were pleased to welcome local Year 8s to our Jubilee Campus for our Ambition Enrichment Day! LS:7N Outroach UoN Outreach Learning about uni Y7 Ambition Nottingham visit day! (a)Nr;ttinghann ad _i••sch, , -1 .1'. to •ati- . -,fienty Moving forwards, we will also include the Sutton Trust in these tweets so event information can be easily shared and publicised. 23 Section 10: Is there anything else you feel would be valuable to share with the Sutton Trust? As highlighted in the interim report, the main change for the Y9 cohort is that the options evening and schools visits have now been replaced with a visit to the University of Cambridge. Parents and participants are invited into the University at the start of the programme (Y7) for a general welcome. They are also invited back once students have completed the Ambition Nottingham aspect of the programme at the end of Y11. The event at the end of programme is based around 'making informed choices' and celebrating students' success in completing the scheme. Attendance for the Y11 event this year was particularly low, we may look at re-introducing a parent's event or enrichment days/school visits within Y9 to maintain engagement levels. This would hopefully keep parents engaged in the programme and maintain interest amongst the participants. The feedback from participants, teachers and parents has been very positive, particularly for the events we have developed this year. The Enrichment days have particularly increased our engagement levels with parents through networking lunches and inviting parents to watch participant presentations. We will continue to look at ways in which we can develop this event for 2017/18. We hope that the introduction of our E-newsletter aimed at parents will also encourage greater participants attendance at all events, both those hosted in term time but also hosted at weekends and in holidays as well. Supporting Documents Please enclose a copy of your most recent safeguarding policy along with this document. We would also like to receive images, videos and media coverage from Sutton Trust funded programmes to share with the Board of Directors and our donors, and use for promotion. If you have images, video or other media which you would like to share please send them to @suttontrust.com 24