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How universities, regulators and Government can tackle educational inequality

Case studies

1 Our report, Pathways for Potential, considers the actions which are needed to accelerate progress in widening access to university and supporting students from under-represented backgrounds to succeed on their degrees and beyond.

It explores how universities can deliver on their responsibility to diversify campuses and help their students to reach their full potential by embedding evidence of good practice across their access and participation efforts.

In order to support this work, we have drawn together case studies from universities highlighting a range of different approaches to addressing educational inequality with evidence about how these have worked in practice. We hope this will be a useful resource to support continued improvement and collaboration.

Case studies

2 Contents

AdvancingAccess 4 University of School governors initiative 18

University of Birmingham Academic Enrichment Programme 5 PARTNERS Programme 19

University of Bristol Bristol Scholars 6 Care leaver provision 20

University of Cambridge Bursary Scheme 7 UNIQ Residential Programme 21

Cardiff University Discovery Programme 8 Queen Mary University of School partnerships 22

Durham University Supported Progression 9 Queen’s University Junior Academy Sports Programme 23

University of Access Programme 10 University of SheffieldBAME action plan 24

University of Exeter Centre for Social Mobility 11 University of Southampton BM6 Foundation Year 25

University of Top-Up Programme 12 University London Discover UCL Summer School 26

Imperial College London Wohl Reach-Out Lab 13 University of 2+2 Programme 27

King’s College London Parent Power 14 Shine Programme 28

University of Leeds Access to Leeds and Plus Programme 15 Glossary of terms 29

University of Liverpool Fast Trackers 16 About the Russell Group 30

London School of Economics and Political Science Contextual admissions 17

Case studies

3 Advancing Access is an information, advice and guidance service focused on widening Advancing Access gave us participation. It is targeted primarily at schools and which have a number of relevant, up-to-date and disadvantaged students and lower than expected progression rates to selective universities. clearly presented training. In our two-hour session, we learnt how to advise and The service is funded and supported by all 24 Russell Group universities provide governance External evaluation of the project has shown Russell Group universities and provides teachers through a project Steering Group and that a large majority of teachers who use guide students to apply for and advisers with Continuing Professional oversight through the Russell Group Widening the service are extremely satisfied with appropriately aspirational Development (CPD) resources, events and Participation Association. By working the quality of the support it provides. sessions designed to help them support collaboratively, Russell Group universities courses, and how to maximise students to progress to competitive higher aim to boost impact of their CPD offer and students’ chances of gaining institutions. Advancing Access offers avoid the additional costs associated with regular online virtual conferences, physical developing independent work programmes. Find our more about offers from top universities. I conferences in schools and colleges and Advancing Access here: would highly recommend this smaller CPD sessions delivered in schools. More than 20,000 users have accessed digital resources through the Advancing Access advancingaccess.ac.uk excellent training opportunity Staff from Russell Group universities lead sessions website since the platform was launched, and at conferences, record webinars that can be 2,000 teachers and advisers have registered, to all sixth form teams with accessed through the Advancing Access website which enables them to track their use of the aspiring university students. and deliver school CPD sessions in their region. resources and to attend conferences. Those Topics covered include helping students to in Opportunity Areas – areas the Government Secondary school teacher choose an appropriate course and university, and has identified as facing the biggest challenges navigating the application and admissions system. to social mobility – are twice as likely to be using the resources as teachers elsewhere.

Case studies

4 Academic Enrichment Programme

The University of Birmingham’s Academic Enrichment Programme (AEP) provides year 12 students from under-represented groups with sustained, targeted support to help them secure places at research-intensive universities. By addressing barriers and misconceptions about higher education, the AEP works to raise aspirations and motivate students to get the best grades possible.

Support through the AEP starts with attendance approach combined a “Theory of Change” When compared to independent school pupils, at a week-long residential summer school, with a mixed methods longitudinal design one cohort of AEP students had 33% greater and continues with study skills support, spanning six cohorts of students. Qualitative progression to higher education and 10% greater application support and access to one to one and quantitative data was collected to track progression to Russell Group universities. e-mentoring throughout year 13. Students students’ progress across their engagement with also join a Facebook group to keep in touch the programme and into higher education. and support each other which remains Alumni of the programme report the scheme live until the end of the programme. Find more information on the was a big help in boosting their understanding On completion of the programme, students of the process of applying to university. This University of Birmingham’s I didn’t have a clue on where to start that apply to the University of Birmingham suggests the programme is addressing some of widening participation with my personal statement and my successfully receive an offer which is two the gaps in the provision of appropriate advice initiatives here: UCAS application. AEP helped me by grades below the standard offer. They are and guidance about applying to university for giving me the confidence to apply for birmingham.ac.uk/teachers/ also eligible for a bursary and scholarship. students from under-represented groups. ; something which I could have pupil-opportunities/index.aspx Evaluation of the AEP has shown participants AEP students are also more likely than the only dreamed of before participating in outperform their contemporaries academically, average state or independent school pupil to AEP. It has completely shaped my future. with higher average A-level results. The evaluation apply and progress to a selective university. Academic Enrichment Programme alumni

Case studies

5 Bristol Scholars

The University of Bristol introduced the Bristol Scholars programme in 2016 - an intensive Bristol Scholars was a massive programme for students from the City of Bristol that brings a new approach to widening access. help to me. It really pushed The scheme looks beyond traditional methods of identifying talent and allows teachers to me and helped me to get my nominate students to receive a tailored offer from the University of Bristol of up to four grades place here. Just looking at below the standard offer. Reasons for nomination include students experiencing physical or the timetable, it looks like I’m mental ill health, speaking English as a second language, or coming from a low-income family. going to be learning a lot of great stuff. It’s been great to

Scholars who accept offers and progress to increase in local applications and an 86% increase automatically assessed for eligibility for a meet a bunch of new people the university receive wrap-around support in enrolments since the introduction of the contextual offer. This enhanced system has and I’m excited to get started to ensure they achieve their potential before scheme. For 2019 entry, 78 Bristol Scholars are resulted in a 112% increase in the number and during their time at Bristol. This includes holding firm offers. Of this cohort, 12% are young of applicants from POLAR Quintiles 1 and to be taught by people so tutoring sessions before their A level (or carers and 65% live in areas with low progression and 2, and a 66% increase in enrolments passionate about the subject. equivalent) exams, pre-sessional support, to university (POLAR Quintiles 1 and 2). (from 512 in 2016/17 to 853 in 2019/20). access to a dedicated Bristol Scholars adviser, Current Bristol Scholar study skills support, a peer mentor and a Bristol Scholars is one example of contextual guaranteed internship. Those from low- admissions policies the university has income households receive a one-year tuition supported over many years. In 2017/18, the Find more information on the fee waiver and annual bursary of £3,750. university increased its grade reduction for University of Bristol’s widening under-represented students from across participation initiatives here: The number of students enrolling at Bristol from the country from a one to two grade drop the city and surrounding areas has traditionally compared to standard entry requirements. bristol.ac.uk/study/outreach been very low. However, there has been a 49% All UK undergraduate applications are

Case studies

6 Cambridge Bursary Scheme

The University of Cambridge offers the majority of its financial support through the Cambridge Bursary Scheme, which provides over £6m per year to UK students from low-income households. Additional support is provided to eligible mature students, care leavers and estranged students. In 2017/18, 22% of UK students at Cambridge received an award through the Bursary Scheme (1,760 students in total).

The University of Cambridge recently evaluated Furthermore, students reported that they valued the bursary contribution very highly. the impact of its bursary provision and found, Find more information on the They said that it alleviated concerns regarding despite the national trend of students from University of Cambridge’s low-income households achieving less well their families’ capacities to support their study, widening participation relative to their peers and being less likely allowed them to focus on their studies, and to continue with their studies, Cambridge contributed positively to their overall wellbeing. initiatives here: students in receipt of a bursary had the same undergraduate.study.cam. outcomes as those not in receipt of a bursary. Following the evaluation, the university ac.uk/find-out-more/ 97% of students who received a full bursary is considering how to make its financial It’s really great...It makes me feel quite support offering more visible and easier to widening-participation continued into their second year of study and valued, it’s Cambridge acknowledging 86% achieved a ‘positive’ graduate destination understand but is also exploring refining the criteria for eligibility and level of that you’re going to need extra support (a graduate-level job or higher-level study). This and it makes me feel like Cambridge was equal to those who did not have financial support to produce the best outcomes. support through this scheme. This shows that really wants me to be there….You are the Cambridge Bursary Scheme has a positive able to focus on your study rather than effect on outcomes for disadvantaged students. thinking about how you’ll make money in the summer. Recipient of a full bursary Case studies

7 University Discovery Programme

Cardiff University’s Discovery Programme works to help boost academic performance amongst young people with Autism Spectrum Conditions (ASC), improve social skills and encourage progression to higher education. The programme has been running since 2011. It offers students aged 14-19 fortnightly mentoring sessions that boost learning skills and enable them to find out more about studying at university.

Cardiff University hosts a dedicated Discovery team at Cardiff University throughout the course of their engagement with the Discovery Programme visit day, which allows students, Find more information on Programme. Young people with ASC can take their families and teachers to learn more Cardiff University’s widening about admissions requirements, academic part in the programme over several years, participation initiatives here: courses and the specific support which accessing the activities which suit them. is provided for students with ASC. Testimonials from participants and their families cardiff.ac.uk/about/our- The university also holds a residential summer suggest the programme makes a huge difference profile/who-we-are/university- school each July, which gives students with in encouraging young people with ASC to enter for-all/widening-access My daughter had an amazing time at the higher education. 80% of participants in Year ASC the opportunity to experience campus life Discovery Camp. She has come home in a structured and supported way. Events are 13 progressed to university over the last two animated and hasn’t stopped talking delivered by undergraduate volunteers, with years (compared with 13% of disabled students participants receiving personalised support. currently progressing into higher education). about the whole experience all evening! It has enormously built up her self- Students receive ongoing support by phone confidence and esteem. She has told me and email from the access and participation several times how proud of herself she is. Parent of a Discovery Programme student

Case studies

8 Supported Progression

Supported Progression is a two-year programme run by Durham University which My dream has always been provides targeted support to sixth form students from the North East who have to teach. Although it has the potential to study at a selective university. Students attending the programme always been something I have typically come from backgrounds under-represented in higher education. wanted to do, I would never have had the confidence to

The Supported Progression programme includes In Year 13, support continues to be pursue my passion without a day visit for and a parent or carer offered regardless of whether the the encouragement of as well as residential events at Easter and in participants in Supported Progression Find more information on the summer. Working with an undergraduate choose to apply to Durham or not. Durham University’s widening Supported Progression. It mentor who acts as a role model and guide, participation initiatives here: has inspired me to go out students learn about the application process, Since 2010, more than 2000 students have university life and study, student finance, and taken part in the programme, with 68% of dur.ac.uk/asr into my community and studying abroad. Many of Durham’s Supported those attending a summer school applying give students the support Progression mentors are previous Supported to the university. Participants who chose Progression participants themselves. to apply to Durham have been significantly and belief the Supported more likely to progress to the university than Progression team gave to me. Those who complete the programme are eligible other applicants. Almost 60% of Supported for a reduced offer of two to three A-level grades Progression students who applied to Durham or equivalent below the typical entry requirement went on to enrol at the university. Supported Progression summer school graduate for their chosen degree, as well as a guaranteed offer should they choose to study at Durham.

Case studies

9 Access Programme

The University of Edinburgh’s Access Programme is a part-time course that aims I never thought I would to provide adult returners with the skills, confidence and qualifications to study for ever be able to go to a degree in the university’s College of Arts, Humanities and Social Sciences. university, but through this programme, I am now confident I can succeed Launched in 2018, the Programme creates Tutor and meet with them several times in opportunities for adult returners from person as well as communicating via an online in doing so. I have gained Find more information on diverse backgrounds and under-represented learning journal, which provides an opportunity not only the academic groups to study and supports them for reflection on their learning and development. University of Edinburgh’s through the transition to university. widening participation knowledge to move A cultural and social engagement strand initiatives here: Students take a range of skills-based courses complements learning and is designed to broaden forward, but the essential equivalent to Higher qualifications over two horizons, encourage full engagement with ed.ac.uk/student-recruitment/ practical skills needed to semesters. Early work is formative, with a campus life, and build a sense of belonging. widening-participation strong focus on learning from feedback to excel at full-time study. The first Access cohort of 50 students began ensure students receive the guidance they need Access student to develop study skills successfully. Students their studies in August 2018 and are nearing who complete the course receive conditional completion of the programme. Almost half offers from the University of Edinburgh. of the enrolled students are from the most economically disadvantaged areas. All current Guidance is a key part of the programme and Access Programme learners have received includes support with progression and practical conditional offers for undergraduate study. issues, such as UCAS applications, funding and employability. Students are allocated a Personal

Case studies

10 Centre for Social Mobility

The Centre for Social Mobility at the University of Exeter was set up in 2018 as a joint venture co-directed by the Head of Widening Participation, Nicola Sinclair and a Professor of Social Mobility in Exeter’s Education department, Anna Mountford-Zimdars. The centre combines the insights from both academics and practitioners for the benefit of students, staff and partners to support social mobility through higher education. Evidence and practice in education- based social mobility are enhanced The Centre provides context and support for participation activities has been adopted by the to help monitor access and by combining the skills of a range developing new evidence-based ideas for Find more information on participation plans at universities across . of people. How else are we going to practice and research, which can be applied University of Exeter’s widening to national policy. The Centre’s members are address the complex issues underlying participation initiatives here: drawn from professional service and academic The Centre aims to become a regional, the significant gaps we witness within staff and include Professor Lee Elliot Major national and international hub of research higher education? We have co-created and evidence-based practice, which brings exeter.ac.uk/undergraduate/ who joined the Centre from his previous post applications/ the structure of our Centre to enable at the . The Centre doesn’t just perceptions and knowledge together to make wideningparticipation collaboration among all of our members look at national evidence but also rigorously a difference to social mobility in the UK. It is who are driven by an overarching examines the Exeter’s own widening participation also developing international partnerships initiatives. It contributed towards the university’s and collaborative research projects with the mission to improve outcomes for access and participation plan, as well as its Centre of Excellence for Equity in Higher marginalized and under-represented strategies for education, research, impact, and Education at the University of Newcastle, people through the transformative Australia and the , USA. inclusivity. A research tool created at the Centre power of education. which helps assess the impact of widening Anna Mountford-Zimdars and Nicola Sinclair, Centre Directors

Case studies

11 Top-Up Programme

The University of Glasgow’s Top-Up Programme works with 2,100 pupils in over This has been the best 90 Scottish schools annually to promote aspiration for higher education study experience I could have in under-represented groups, prepare applicants for the transition to university asked for while here in and provide an alternative access route through admissions progression Glasgow. I have greatly agreements. It has worked with over 20,000 students since its inception. enjoyed it and it was wonderful seeing the pupils get their A’s and B’s Pupils take part in 12 sessions run in schools and Evaluation of the programme over the last 15 years has shown Top-Up is helping close the and hopefully head off to at the University of Glasgow that are designed Find more information on gap in progression rates between widening to provide a mini higher education experience. the University of Glasgow’s university. It will be a hard 100 postgraduate tutors facilitate sessions, participation pupils and students from more widening participation introducing pupils to the learning skills needed for affluent backgrounds across . Top- programme to leave.” Up pupils have a higher rate of progression initiatives here: success in HE. Independent learning undertaken Postgraduate Top-Up tutor than is typical for their schools and perform in school is put into practice during on-campus gla.ac.uk/study/ sessions, where pupils become familiar with as well as pupils from higher progression wideningparticipation university learning methods and environments. schools in terms of exam performance, year 1 completion and degree completion. Successful pupils receive graded student profiles, which are forwarded to every Scottish university to which a pupil applies for use in contextualised admissions offer-making. In 2017/18, 282 participants progressed to Glasgow, and at least 1,000 more went on to other universities.

Case studies

12 Wohl Reach Out Lab

A dedicated science outreach lab has allowed academics and students at Imperial College London to deliver innovative Science, Technology, Engineering, and Mathematic (STEM) programmes to nearly 40,000 pupils from 870 London state primary and secondary schools since 2009.

Access to high-quality research facilities have created, refined and evolved a portfolio gives pupils from under-represented groups of STEM programmes delivered in the WROL the opportunity to complete practical which target pupils from year one onwards. Find more information on experiments in areas of science which are new Imperial College London’s to them, increasing awareness of different Evaluation of the WROL has shown widening participation fields of study and raising aspirations. programme participants are more likely to initiatives here: progress to Imperial College or go on to The Wohl Reach Out Lab (WROL) allows young study a STEM subject at a Russell Group imperial.ac.uk/be-inspired/ people to explore fields outside of school university than their contemporaries. student-recruitment- The Wohl Reach Out Lab has given , and work with undergraduate and-outreach [one of my students] the opportunity mentors to increase their understanding of issues Research also suggests engagement with such as student finance and tuition fees which practical scientists in the WROL benefits to learn about science outside of the can discourage pupils from under-represented teachers, with those leading groups reporting and has motivated him groups from applying to university. Over the increased confidence in the classroom after to begin his own after school club past decade, experts from Imperial College working with Imperial College experts. where he wants to build rockets.

Secondary STEM teacher

Case studies

13 King’s College London Parent Power

Recognising the importance of parental engagement in educational success, King’s College London’s “Parent Power” programme uses community organising techniques to help parents of children from groups under-represented in higher education become university access experts. The group was formed in partnership with campaigning organisation Citizens UK.

Since 2017, the scheme has recruited 35 open days and access bursary support for and in London launched Empoderando Parent Power leaders who currently work residential summer schools. They have also Padres, a Spanish-speaking version of Parent with more than 200 parents across London met with Council officials and MPs to call Power to engage parents from the large to aid local students in their journey to for better local education provision. Latinx communities in local boroughs. higher education and improve their chances of attending highly selective universities. Feedback shows that 100% of parents who have taken part in Parent Power now feel more Parent Power groups meet once every six confident about their child accessing university. Find more information on King weeks and receive training on tutoring, student College London’s widening The project has also enabled King’s to better finance, accessing medical courses, university participation initiatives here: access more broadly, community organising understand the concerns of local families through The Parent Power programme…has and the media. Word-of-mouth endorsement events, meetings and one-to-one discussions kcl.ac.uk/study/widening- shown me that we really do have power. with parents and carers across Lambeth and from participants has helped drive increased participation/wp We have power to open doors which engagement and recruitment of new parent Southwark. In 2019, Parent Power were the leaders in key demographic groups. winners of University Social and otherwise seem closed. Through building Community Impact award. In January 2020, a community of parents we have the Working with leading universities, Parent King’s worked with the Uni power that we otherwise wouldn’t have. Power groups have helped children from Connect partnership and Opportunity Area to under-represented backgrounds attend support their launch of Parent Power in Oldham, Parent Power leader

Case studies

14 Access to Leeds and Plus Programme

The University of Leeds offers end-to-end support for students from under- represented groups in the form of Access to Leeds and the Plus Programme.

Access to Leeds applicants complete a pre- In 2018/19, 880 students registered at the university through Access to Leeds whilst the entry module consisting of online study skills Find more information on the Plus Programme supported 3,000 widening tutorials and a subject assignment, with University of Leeds’ widening accompanying support from a university participation students across all levels of participation initiatives here: academic. Eligibility criteria take account of their degrees. 81% of 2018 Plus Programme graduates achieved a 2:1 or first-class degree, financial, educational, domestic and socio- leeds.ac.uk/info/130547/ compared with 66% of students from a deprived economic factors and 6,795 students have student_education/367/ secured places on undergraduate courses through background at all English universities, and widening_participation the scheme since 2003. It is a national scheme 76% of all deprived students at the University Access to Leeds is a great scheme open to all UK applicants, regardless of their of Leeds. The non-continuation rate for Plus for students who may have been held geographical location or the school they attend. Programme students from a low participation back from achieving their full academic neighbourhood (LPNs) was 5%, compared with potential by personal circumstances… Access to Leeds has helped the University of 12% for all students at the university from an LPN. Leeds increase the number of students from .I feel so grateful for the scheme as, the most disadvantaged backgrounds by since starting at university, I have 21% since 2014. Participants are also eligible attained a grade average of a 1st every for assistance through the award-winning year, even though my A-level grades Plus Programme, which provides transitional would not usually have allowed me and ongoing support to boost retention, to study at a university like Leeds. I student success and graduate outcomes. have gained a lot of confidence both personally and academically and I have learned how to believe in myself.

Case studies Access to Leeds student

15 Fast Trackers

The University of Liverpool’s Fast Trackers programme, which began in 2009, is a one-year mentoring programme designed to help Year 11 students from a Somali and Yemeni background to get the most out of their final school year and maximise their results at GCSE level.

The programme is delivered in partnership with acting as positive role models, helping embed the project further within the community. Liverpool City Council’s Ethnic Minority and Find more information on the Traveller Achievement Service (EMTAS), whose Throughout the year the programme also University of Liverpool’s widening experience of drawing on local knowledge includes presentations from the university’s participation initiatives here: to raise the educational attainment of ethnic Widening Participation and Outreach team minority pupils has helped ensure support and the mentors on different aspects of higher liverpool.ac.uk/widening- is targeted effectively and secured “buy in” education such as time management and participation from families and community leaders. finances. In the past, prominent members of the Fast Trackers supports a cohort of Year The students are selected from Liverpool local black, Asian and minority ethnic (BAME) schools and attend fortnightly mentoring community have given talks to the young people 11 pupils of Somali and Yemeni heritage sessions organised by the university’s Widening about their own experiences of education from across a number of secondary Participation and Outreach team. These sessions and how these led to their current careers. schools. Pupils are selected based involve the young people working closely with on their academic potential and their As cohorts are typically no more than 25 current undergraduate mentors, who support students there is a high degree of flexibility long-term goal of attending University. them with coursework, homework and study in what is offered. Sessions are tailored The programme has a real sense of skills. A number of mentors were previously to best meet the needs of students. collaboration; schools, EMTAS, University participants in the programme and are now staff and family. Equally, it impacts on expectation within community. Gill Rowlands - Ethnic Minority Travellers Case studies Achievement Service Manager

16 London School of Economics Contextual Admissions Policy

Five years ago, the admissions team at LSE introduced a “flagging system” that highlights LSE has a longstanding widening participation indicators such as data on participation rates of young people in commitment to fair access and higher education by local areas. Academic selectors then use these indicators to ensure widening participation – recruiting students with the highest academic the potential of applicants is assessed within a wider educational and social context. and intellectual potential, regardless of their background. Admissions staff have been empowered to use securing the resources required to make changes We are delighted that concerted this enhanced contextual information to make to existing admissions processes a success. effort and initiatives have helped offers to widening participation candidates Find more information who might be less competitive than the Changes to admissions processes led to on the London School turn more applications from cohort overall. Flags are also considered when immediate and sustained improvements in of Economics’ widening talented but under-represented LSE’s performance against every metric used making confirmation decisions for applicants participation initiatives here: students into offers. We will who missed offer conditions narrowly. commonly to measure success in widening access to higher education. Applicants from the most lse.ac.uk/wideningparticipation continue to monitor and build Any decision not to offer to a candidate under-represented backgrounds are now around on this work, seeking out the with widening participation flags must 50% more likely than those from the most highly be justified to admissions managers. represented backgrounds to receive an offer. most effective ways we can attract exceptional students Technical changes to application forms have LSE are currently looking at ways to develop ensured contextual information is presented this model further in order to support more from all parts of society. clearly and the quality of these data is disadvantaged students attending their school. underwritten by enhanced auditing. Support Minouche Shafik, Director of LSE from senior management was fundamental to

Case studies

17 School Governor Programme

The University of Manchester is helping support schools in the most disadvantaged areas Both of the colleagues that through a programme which has placed more than 1,000 staff and alumni as school governors. are working with us have an academic perspective

Volunteer school governors play a crucial and an annual conference providing crucial and International Green Gown Award, which is slightly different role in raising educational standards. The professional development opportunities. a Outstanding from ours…. that perspective School Governor Initiative was established in Contribution to the Community Award, a 2011 to address the challenge local schools Of the schools where staff are governors, Business in the Community Big Tick Award, of knowing education but were facing in recruiting appropriately 92% of those with a current Ofsted inspection the Queen’s Award for Voluntary Service not being in our particular qualified individuals to governing boards. (142 schools in total) were rated good or and a Spirit of Manchester Award. The university works with two educational outstanding in 2019. In just under half of the part of it helps to keep our charities, Governors for Schools and Inspiring schools where staff and alumni govern, a third minds a bit more open. Governance, to recruit and place volunteers in of pupils are eligible for free school meals. The scheme has also helped improve relationships Executive Head of School Governor schools and colleges with the greatest need Find more information between the University of Manchester and the Initiative partner school and expanding the initiative to alumni has on the University of enabled this to happen on a national basis. schools themselves. The links created with senior leaders in schools support promotion of Manchester’s widening Currently, staff and alumni governors give widening access activities and events, leading participation initiatives here: 12,000 days of support to schools each year, to an improvement in attendance and take impacting on approximately 450,000 learners up of widening participation programmes. manchester.ac.uk/discover/ nationally. Locally, staff are based in 158 schools social-responsibility/ across Greater Manchester. Staff receive face- The programme has been recognised nationally widening-participation to-face and online support through a governor and internationally as an exemplar of public network, which holds regular network meetings service and social impact. It has won a National

Case studies

18 Newcastle University The PARTNERS Programme supported entry route

The PARTNERS supported entry route at Newcastle University, launched in 1999, is open to all eligible students resident in England, Scotland, Wales and Northern Ireland. The university receives over 2,000 applications each year for the Programme, and students entering through this route currently account for over 60% of the total intake of students from disadvantaged and under-represented backgrounds.

Applicants applying to the university through Students receive ongoing support once they enter the university. Longitudinal evidence collected PARTNERS receive a reduced offer of up to three Find more information on from the start of the Programme shows that non- grades below the standard entry requirements the University of Newcastle’s to any undergraduate degree programme. continuation rates for PARTNERS students (6.5%) widening participation Participants have the opportunity to attend an are significantly lower than for the students from Academic Summer School which gives them similar backgrounds at the university overall initiatives here: (9.8%). In 2018, 82% of PARTNERS graduates a unique opportunity to work on campus with ncl.ac.uk/who-we-are/ academic staff to develop personal and subject obtained a first class or 2:1 degree, compared to partnerships/schools specific skills related to their chosen degree 79% of other students from similar backgrounds. I came to Newcastle thinking that… I didn’t programme. Students complete a formative deserve to be here. One, because of my assignment and receive personal feedback background, and two, because of the fact on this enabling them (and academics) to that I am surrounded by all these clever identify areas of strength, and – crucially – areas where they may require further support on people. But I was given the opportunity, entry to support their success at university. and took it … to be on the same playing field… I am now motivated to achieve even higher things than I did when I first walked through the doors of the .

Case studies PARTNERS student

19 University of Nottingham Care Leaver Provision

The University of Nottingham provides wrap-around support for care leavers and care experienced students to attempt to mitigate the multiple challenges they face in progressing to university and succeeding in their studies and beyond.

The university provides extensive pre-entry Once at the university, care leavers and care to improve support for care leavers and support to address barriers that prevent the experienced students are eligible for bursary care experienced people in colleges students accessing higher education. Care leavers assistance of up to £3,000 annually and and universities across the country. and care experienced students are given access are allocated a mentor who offers ongoing to specific campus visit days and the university support throughout the year. Widening runs a care professionals’ day to ensure those participation staff are in regular contact with supporting looked-after children understand students to ensure they are receiving all the Find more information on the how they can help them into higher education. financial support to which they are entitled. University of Nottingham’s widening participation initiatives here: With regards to the university so many They receive contextual offers, and are As a result of these measures, the number of people have been of use and I’ve never care leavers and care experienced students at offered pre-entry consultations with widening nottingham.ac.uk/externalrelations/ felt like I’ve got to go it alone - I’m now participation teams, academics or financial Nottingham greatly increased in 2017/18 and student-recruitment/widening- these students are now more likely to continue proud to say I receive help and I put it services representatives. They are able to participation-and-outreach.aspx remain in university accommodation all year their studies than the average UK student. to good use, such as mentoring care round and payment deadlines are delayed until leavers myself and convincing them to The University of Nottingham is also a student finance is in place. Practical support take and ask for all the help they can pilot institution in the development of the is available to help them move into halls of National Network for the Education of Care while they can. residence and complete a first shopping trip. Leavers (NNECL) Quality Mark framework Care experienced student

Case studies

20 University of Oxford UNIQ Residential Programme

UNIQ is a free programme which gives 17 and 18-year-old students an opportunity to study at the University of Oxford, meet Oxford tutors, sample their chosen course, stay in a college and receive support in making a competitive application.

It is designed to break down the barriers that Independent evaluation of UNIQ shows the students from disadvantaged backgrounds programme has a significant beneficial impact on UNIQ was glorious. I fell in love with report can discourage them from applying the satisfaction and higher education outcomes Find more information on the University of Oxford’s widening Kafka on the spot as I sat in the sun on to the university: a lack of confidence or of young people who participate in the scheme. St John’s College garden reading his encouragement, absence of role models, Between 2010 and 2015, 25% (1,100) of the 4,423 participation initiatives here: outdated perceptions of the university, and UNIQ participants progressed to the University of work for the first time. At UNIQ I also myths around the admissions process. Oxford, and this figure increased to 34% in 2016. ox.ac.uk/about/increasing- had my first tutorial. At first it was utterly access/widening-access- terrifying to present my thoughts on a UNIQ participants gain insight into student life The programme has also helped increase and-participation poem I’d read the day before to an Oxford at Oxford by completing one of 36 different progression of students from under-represented academic. But the tutor listened and residential academic courses delivered by groups to other universities, with 58% (2,546) departments and faculties from across the of those attending a UNIQ summer school took my ideas seriously. A far cry from university. They also receive targeted support between 2010 and 2015 going on to study at a any classroom setting I’d experienced. and advice to enable them to make informed highly selective institution. Since the scheme decisions about higher education. In 2020, was launched, a total of 83% of students who The phrase “it changed my life” is clichéd, 1,350 widening participation students will participated in a UNIQ summer school went on but UNIQ genuinely did. All because the have the opportunity to experience the to secure a place at a highly selective university. tutors and student helpers convinced University of Oxford through UNIQ. me I’d be wanted in a place like Oxford

Academic Enrichment Programme alumni

Case studies

21 Queen Mary School Partnerships

Queen Mary University of London is involved in several sustained and innovative Our partnership with Queen Mary has partnerships with state schools in East London, helping to improve standards been most effective in supporting of education and inspiring young people to fulfil their potential. students’ progression to Higher Education. The sustained programme of activity has engaged students The university co-sponsors the Drapers’ Multi- opportunity to participate in long-term access the Institute of Education (at of all year groups in a range of in- Academy Trust (MAT) in the London Borough schemes, including the ‘Bridge the Gap’ London) and the . school activities, visits to the Queen of Havering and supports the MAT’s specialisms programme which provides targeted assistance St Paul’s Way Trust School has noticeably in mathematics and science through close for students considering studying medicine improved its GCSE results in recent years, Mary campus, individual and tailored collaboration with academic departments to and dentistry. Working in partnership with local and currently holds an ‘Outstanding’ Ofsted support from staff on results day, and enrich the curriculum and support improvements NHS providers, Queen Mary offers tailored rating. The latest Ofsted report references in pupil attainment. In addition to the academic support through the application process for the positive impact the universities have provided on-going UCAS support for curriculum, Queen Mary delivers a comprehensive medicine, online mentoring with current medical in extending the experiences of students our post-16 students. More recently, progression curriculum from Year 7 through undergraduates, interactive sessions in medical within and beyond the school day. they have provided the opportunity to Year 13, designed to help students on the simulation laboratories and extended work path to higher education. Staff from Queen experience placements in local hospitals. to attend a lecture at QMUL delivered Mary have worked closely with the school to by Michael Foale, an astronaut, about develop a new, exciting curriculum designed Senior members of Queen Mary staff sit Find more information on his career in space exploration which to attract students into science disciplines. on the governing body and trust board as Queen Mary University part of a broad, long-term programme of of London’s widening was of great interest to our students. Progression to higher education is supported academic and governance support being participation initiatives here: through tutoring, workshops and seminars with provided by the university and its partners. Lee Bryant, Head of Sixth Form leading academics and student ambassadors, qmul.ac.uk/outreach one-to-one support in academic writing Queen Mary is also a partner in the University and a mentoring scheme. Students have the Schools Trust along with King’s College London,

Case studies

22 Queen’s University Belfast Junior Academy Sports Programme

The Junior Academy Sports Programme inspires and supports white working-class boys and other boys from under-represented groups by using sport to foster early engagement with Queen’s University Belfast.

A total of 110 in year 8 boys are involved In year 10, participants have the opportunity to complete a Level 1 Sports Leadership with the programme each year. Participants Find more information on I am a graduate from the Queen’s Award, accredited through Sports Leaders are selected from secondary schools Queen’s University Belfast’s Academy Sports Programme. My school across Northern Ireland, and work with UK. Participants have reported that gaining widening participation the university over a three-year period. this practical qualification gives them a sense chose me alongside a few other pupils of achievement and motivation and sets initiatives here: to take part. I found the programme In year 8, participants are introduced to strong foundations for future development. to be well organised and I particularly qub.ac.uk/directorates/ the university environment, the state-of- enjoyed playing the sports. If I was to sgc/wpu the-art Queen’s Sport facilities, lecture give advice to other Junior Academy theatres and teaching spaces and the world- class McClay Library. Visits to the campus Sports programme participants it would are structured around team challenges be to stick at it and have fun, after all facilitated by student ambassadors. you get a qualification at the end. My aspirations for the future are to become In year 9, pupils engage more closely with a vet or an environmental engineer and academic subjects linked with sport, and participate in tailored workshops including to play football for Newcastle 3rds. I feel nutrition, sports psychology and management. the sports academy has made me more confident in being able to take care of large groups and plan ahead. Former participant and year 11 student

Case studies

23 University of Our Race Equality Strategy and Action Plan is the result of Race Equality Action Plan partnership work between staff and students and aspires to improve The has worked with students and staff to introduce a new the representation, progression and success of BAME students institution-wide Race Equality Strategy and Action Plan. It aims to close the student and staff. As our strategy sets out, attainment gap, address the under-representation and progression of BAME students it is vital that we take a holistic and create a diverse and inclusive university culture. The plan was developed following approach to race equality, and the a detailed evidence review and extensive consultation with students and staff. It was ongoing commitment of our entire launched in March 2019 by the and Deputy Vice- of the university. university community is essential as we work together to create a university community which is truly Specific actions being taken to help boost the an inclusive curriculum. To support graduates have the lived experience to continue diverse and inclusive. We know number of BAME students at the University and their progression, the university is identifying to inform this work going forward. of Sheffield include giving staff involved in work experience and internship opportunities that the issues around differential interviewing and admissions decisions implicit that could be ring-fenced for BAME students, student attainment, and BAME staff and is working to enhance mentoring support bias training, as well as appointing dedicated Find more information on and student representation and BAME staff to work nationally to encourage for students from under-represented groups. the University of Sheffield’s BAME pupils to apply. The university is also progression at all levels, are well The implementation of the plan is overseen by completing a comprehensive review of open days widening participation a Race Equality Steering Group, chaired by a known across the sector and are and supporting materials to assess whether they initiatives here: member of the University Executive Board. This reflected at our university, and we provide an authentic representation of diversity. places race equality firmly within university sheffield.ac.uk/outreach are committed to making progress Other objectives include reducing the attainment governance structures and ensures it has the in this vitally important area. gap between BAME and white students to zero, high level of scrutiny necessary to keep this as a with a root and branch assessment of learning key priority for the university. Crucially, members and teaching practices underway to help develop of the group represent staff and students who Professor Gill Valentine, Provost and Deputy Vice-Chancellor

Case studies

24 University of Southampton BM6

The University of Southampton’s BM6 programme provides students from socially The BM6 programme and educationally disadvantaged backgrounds with an alternative entry route afforded me the opportunity to a degree in medicine through a bespoke contextual admissions process. to study medicine when other universities wouldn’t. Southampton could see my Students accepted through BM6 complete an 32 students per year are admitted through the extra year of study on a specially designed “year BM6 route and the medical works with potential and then took the Find more information zero” course before progressing to the first year the university outreach team to identify and time to nurture it. Lots of of the standard medicine course. Participants engage potential applicants. The university on the University of receive extensive tutorial and pastoral support provides students who have the potential to Southampton’s widening students struggle with the throughout the year zero curriculum and benefit from BM6 with the opportunity to participation initiatives here: transition from school to complete regular observational placements attend a three-day residential event and access in primary and secondary care settings. medical work experience opportunities to raise southampton.ac.uk/ university. Year Zero helped awareness of medicine as a career choice. schools-colleges.page BM6 students receive targeted support equip me with the skills needed throughout the course, including life skills 322 BM6 graduates are currently practicing to successfully complete my workshops delivered prior to completing medicine in a range of specialisms. clinical attachments that are designed to boost medical degree. I felt staff were progression by helping develop confidence committed to my personal and and a sense of belonging. Evaluation of the BM6 programme has also informed the professional development. development of a mentoring scheme, a personal tutor service and bursary payments. BM6 graduate

Case studies

25 University College London Discover UCL Summer School for D/deaf and hard of hearing students

The Discover UCL Summer School aims to equip D/deaf and hard of hearing students for university life. The programme includes disability support sessions, practical information, advice and guidance (on personal statement writing and student funding, for example) as well as object-based learning sessions using UCL’s collections and PhD student talks.

In addition to this, D/deaf role models Of students participating in the programme along with current and former UCL D/deaf over 2014-2017, 27% went on to higher students give talks to convey career choices education. This compares favourably to Find more information on and barriers. Their personal stories help national figures on progression rates for University College London’s students plan for university and careers. students with a hearing impairment. widening participation initiatives here: The programme creates unique opportunities Figures obtained under FOI show that in 2015/16, for the students attending and develops the 20% of students with a hearing impairment who ucl.ac.uk/wp UCL community. It is delivered as a partnership undertook A-levels or equivalent qualifications in The Discover UCL Summer School was between the UCL Access and Widening state schools progressed to higher education. Participation Office and the UCL Deafness, one of the most influential and beneficial Cognition and Language Research Centre, times of my life. I developed myself with each team providing valuable expertise. academically, met friends for life and most importantly learnt that even though I am deaf, university is a very real goal.

Former Discover Summer School participant

Case studies

26 University of Warwick I started my degree at the age of 34 with four children between 2+2 Programme the ages of 2 and 16 years. I had always wanted to attend university The University of Warwick’s 2+2 programme helps adult learners with few or no traditional but believed that due to a lack of GCSEs and A-levels it would qualifications to access higher education and transform their career prospects. never be possible. When I got the opportunity to undertake a degree at the University of Warwick I was Learners spend two years re-engaging with Transition activities are held at the university throughout years one and two, which focus overjoyed. During the four years learning at a local further education Find more information on on academic skills, IT and career planning. college before transferring to the university the University of Warwick’s of my degree I feel that I have for two years of honours level courses. Around Learners are encouraged to attend lectures and widening participation 200 students are currently enrolled in the workshops at the university and make full use of progressed not just academically, programme, and 2+2 has helped 2,000 adult its facilities from the beginning of their studies. initiatives here: but also in terms of my self-belief Once at the university, learners can choose learners graduate with a BA (Hons) degree in warwick.ac.uk/study/outreach and confidence. Another positive Social Studies or Health and Social Policy. from a range of modules including in Business, Economics, Lifelong Learning, Philosophy, Politics has been the effect it has had on Applicants to the programme take an entrance and International Studies, and . my family. My 18-year-old daughter exam and are interviewed at a local college, giving tutors involved in assessing candidates Almost every learner in the 2+2 programme had never spoken about attending the opportunity to evaluate potential without is the first in their family to attend university. university up until I started studying reference to formal qualifications. Most students graduate from the Centre for my degree. However, [she started Lifelong Learning with first class or upper- University academics work closely with second class honours with many going on to university] in September 2019. college-based tutors to ensure students postgraduate study, including at doctoral level. are fully prepared for the shift to higher Former 2+2 student education in year three of their course.

Case studies

27 University of York Shine Programme

The University of York’s Shine programme works with young people from the final year of primary school right through to year 11, providing a range of activities to inspire and motivate participants to succeed at school and to consider applying to university. It supports 2,500 pupils each year from across Yorkshire, the Humber and the North East. The programme is run in partnership with 21 participating secondary schools.

Partner schools identify 30 year 7 pupils to take Participants are encouraged to continue working with one of the University of York’s part, all of whom meet the eligibility criteria and Find more information on the post-16 outreach programmes throughout are the ‘most able, but least likely’ to consider University of York’s widening higher education. The same pupils continue to their time at sixth form or college. The Shine participation initiatives here: receive support through Shine as their education programme also works with many feeder primary schools; year 6 pupils are invited progresses, visiting the university each year york.ac.uk/schools-and-colleges and taking part in workshops in school. on a campus visit in the summer term.

In year 10, pupils have the opportunity to In 2017/18, 89% of pupils said that as a Before Shine, I knew almost nothing result of taking part in Shine, they were attend a three-day residential course at about university. The programme has the University of York and in year 11 they more likely to apply to higher education. been very enlightening, especially for complete the programme by attending a York will use the Higher Education Access large progression conference on campus. Tracker to monitor progression to higher someone who will be the first in their education for Shine participants. family to attend university. It taught me a lot about areas in life I wouldn’t have ever considered exploring. Shine participant

Case studies

28 Access and participation plans – These plans D/deaf – This term is used to differentiate Office for Students– The English regulator Under-represented – Refers to students set out how higher education providers in between deaf (which refers to individuals who for higher education providers. with identities or characteristics which England will improve equality of opportunity have a hearing loss) and Deaf (which refers to POLAR – This dataset measures the are not well-represented in the higher for disadvantaged and under-represented deaf individuals who use sign language and participation of students in higher education education system or in parts of the system, groups to access, succeed in and progress identify as being part of a cultural and linguistic by local area. These areas are classified such as within selective universities. from higher education. The plans look minority group, the Deaf community). into five groups or quintiles, ranging from Widening participation – Refers to efforts forward over five years and are regularly Disadvantaged – Applicants, students and Quintile 1 (the least represented) to Quintile to increase the rate of access to higher monitored by the Office for Students. graduates who have experienced barriers to 5 (most represented) in higher education. education for those who are currently Attainment – Grades achieved accessing higher education. These can include POLAR is an area-based measure rather than not well represented in the sector. at school and university. different circumstances, such as family income, a measure of individual disadvantage. Care experienced – Anyone who has experienced geographical location, or different characteristics Progression – Refers to what happens to the care system at any point in their lives. and identities such as ethnic background or students once they graduate (i.e. if they continue whether the individual is care experienced. Care leaver – A young person who has been in into further study or skilled employment). Foundation year the care of, or has been given accommodation – An alternative route into Success – This generally refers to students by, their local authority (LA) for a period of higher education through an additional continuing and completing their degree, at least 13 weeks before the age of 16. year of study prior to starting a degree attaining well and progressing into further course which supports students to achieve study or highly skilled graduate employment. Contextual admissions – Admissions processes the academic requirements needed. which take into context the social and/or However, individual students and universities Latinx educational background of the applicant. – Relating to a person of will have their own measures of success (as American origin or descent. this is a highly complex concept to define). Continuation – Refers to students staying in Mature students higher education after their first year of study. – Students entering higher education over the age of 21.

Case studies

29 Central London

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Case studies

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