Case Studies

Activities

Foreword

This case study publication has been produced to provide examples of good practice developed during the Aimhigher Humber programme. The publication focuses on specific areas of activity such as work within local authorities, or around themes such as work-based learning initiatives. Included are a number of case studies which individual learners or tutors have written about the impact Aimhigher activity and funding has had in their school, or college.

Contents: Page: The Aimhigher Healthcare Strand 1

Aimhigher work with looked after children in – 4 2009-10

East Riding FSM Project (for Free School Meal Students) 6 – April-June 2010

Work-based learning:

Progression Pathways Project – 2009-10 8 Pedagogical Development Project 11 Targeted Progression Support for Level 3 to 4 Work-Based 14 Learners

Meeting the Needs of the Aimhigher Cohort: The Friendly Face of the 16 Student Finance Advisor

Participation in the „Bridal Buyers Student Designers of the Year‟ 19 event – March 2010

Outdoor Education 22

Connect to Success 24

Matthew, Year 10, High School 29

Rebecca, Year 10, 29

Bethany, Year 11, 30

Lewis, Year 13, 31

Jack, Year 9, St Bede‟s School 32

Jade, Year 13, Havelock Academy 33

Sophie, Year 8, Archbishop Sentamu Academy 34

Dan, Level 5 Sports Coaching, Institute of Further and Higher 35 Education

The Healthcare Strand

The Aimhigher Healthcare Strand was developed as a collaborative project between Aimhigher Humber and Aimhigher York and North Yorkshire. The project brought together HE providers such as the Hull York Medical School (HYMS), the Faculty of Health and Social Care in the and the Faculty of Health and Life Sciences at York St John University with other interested partners such as the Hull Teaching Primary Care Trust, the North Yorkshire Education Business Partnership, Skills for Care and the Lifelong Learning Networks. Collectively, the Healthcare Strand has been mapping widening participation (WP) and other health and social care activities delivered by the faculties and the other organisations to support young people in schools who may be pursuing a health, social care and science route. The project has been running since January 2009 and will continue until July 2011. This case study looks at two of the activities that the strand has delivered successfully. The Medical Summer School and a series of Clinical Skills sessions for various schools and year groups.

Clinical Skills sessions The clinical skills sessions have been delivered by the Centre for Clinical Skills (CCS) at the University of Hull in a variety of topics to a variety of year groups (9-13). The young people are all studying GCSE Health and Social care, BTEC Health and Social Care or Science and schools have attended from North Yorkshire, Hull and the East Riding. The young people attend a half day session that involves a variety of topics. Some of the exciting topics delivered by the CCS include Anatomy and Physiology in Practice, Basic Life Support, Caring for the Disabled Adult, Caring for the Sick Child and Effective Communication. To date, 166 young people have attended sessions and the evaluation is very positive concerning, aspiration, enjoyment and career choices.

Medical Summer School 2009 A total of 17 young people from year 12 attended a three day residential summer school run in partnership between HYMS, the Faculty of Health and Social care and the Hull Primary Care trust. The idea behind the summer school was to help young people from non-traditional backgrounds access information about applying to medicine that may not be available to them through their social networks. The young people are all studying science A-levels with a view to applying for medical school. The young people who attended came from the Humber and North Yorkshire. They took part in a variety of the following activities:

patient simulation sessions, UCAS application sessions, virtual patient sessions, a debate on organ donation, a conference that included speakers from Primary Care Trusts, Skills for Care and the Mental Health Nursing Team at the University of Hull.

The majority of young people who attended the medical summer school came from WP backgrounds identified by postcode and were part of the Aimhigher cohort or had no past history of Higher Education in their family. Many young people without the right social networks lack opportunities for work experience, the right types of advice, especially relating to interview and admissions, and lack the experience of meeting health professionals. The summer school gave opportunities for all of these aspects to be a part of the young people‟s experience.

From the 2009 summer school, five young people were offered places in medicine,

“In particular, it was really nice to be around people who I felt comfortable to talk about everything with, as at home none of my family/friends like to talk about 'science'.” (summer school attendee)

“Last week was lots of fun, thank you for letting me work for you. I probably enjoyed the residential as much as the kids! Erm I’d say that all of the residential worked well, the kids especially enjoyed using the models and the more practical, hands on parts of the course. I’m glad we showed them problem based learning this is a really useful thing for them to have practiced because at interview they generally ask the question 'what do you understand by problem based learning'.” (medical student facilitator)

“I felt it gave the students the opportunity to face many of the factors a doctor must consider in order to save a patient’s life and reinforced the fundamental necessity of teamwork to accomplish this.” (Neil Pease PCT)

A large proportion of the young people who attended clinical sessions through the Aimhigher Healthcare Strand have recorded in the evaluation that they have a better idea of which career to pursue and some have decided that a career in health is not for them. A total of 90% of the 166 young people recorded that the event had made them think more positively about themselves and their futures and 88% recorded that they felt more motivated to pursue Higher Education as a means of accessing the health profession that they were interested in. Aimhigher Humber Activity Case Studies Page 2

“The two presentations were good and will help the students with coursework and they thoroughly enjoyed the tour around the faculty to see some of the facilities available - some even are thinking of changing their career choice!” (Teacher - Whitby Community College)

“The clinical skills sessions have been informative and fun for the pupils.”(Careers Advisor - Newland School for Girls)

Responses from young people who attended the Clinical Skills sessions:

“I now know that when I leave school I want to go to University.”

“I wasn’t sure if I wanted to be a nurse or not but the trip made me think and change my mind.”

“I know that I need to achieve good grades and work well.”

“I need to do well in health and social care to achieve where I want to be.”

Sally Pryderi

Aimhigher Healthcare Strand Facilitator

University of Hull

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Aimhigher work with Looked after Children (LAC) in East Riding of Yorkshire – 2009-10

As a part of the extended funding provided by the four unitary authorities that make up the Aimhigher Humber sub-region, special priority was given to afford additional support targeted at looked after children across the area that form one of the identified groups currently under-represented in higher education and training. Within the East Riding area the decision was made by the Local Authority to use this funding to target looked after Year 11 students in the three months leading up to their summer GCSE exams. This report details the basic programme provided via the student‟s school and the outcomes in terms of academic success of the 28 students involved and their immediate educational/training/employment pathway post-16.

The target group of 28 students came from 12 East Riding schools. 5 schools had one targeted student, 1 school had 6, the other 17 students being spread randomly across the remaining 6 schools. Each student was allocated £250 for additional individually targeted support in school up to a maximum budget of £6750 for the whole local project. As a condition of each school‟s involvement in the project they had to report in the following September how each of their students had performed at GCSE and where they had chosen to go on to study, or otherwise, after the summer holidays.

The principle elements of the programme focused on schools‟ providing mentors for their LAC target cohort, ensuring students received accurate and up to date information, advice and guidance pertaining to further, and higher education and training opportunities post-16, preparation for exams. For example, revision classes, master classes, support for coursework completion, study skill techniques etc., and the opportunity to visit local higher education institutions on open days during the summer term. The schools could select from this menu of activity according to what they considered most appropriate to their individual student‟s needs.

Of the 28 Year 11 LACs involved in this project, only a half (50%) managed to pass 5 or more GCSEs, 10 of these 14 students achieved higher level grade passes (A*-C) in 5 or more subjects, 8 of them including English and maths. 29% of the cohort achieved the government gold standard benchmark of 5 or more A*-C grades including English and maths. Sadly there is no comparable benchmark to contrast these results against, and as all students are different, like-for-like comparisons

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cannot be made. However, one of the greatest issues with looked after children in East Riding schools concerns the choices they make post-16 concerning their futures.

There has been a trend in the past for students who were looked after to move away from education and training post-16 and, in a number of instances, fall in to the category of “not in education, employment or training” (NEETs). Of the 28 students involved here only 3 are reported as NEETs at the time of writing this report, whilst 1 student is untraced having either moved out of the region, or away from the care home. Of the other 24 students, 2 are now employed, 1 is on a vocational training course, 11 have gone to FE colleges, and 10 have returned to the 6th Form. This is a 79% take-up rate from the original cohort remaining in further education and training with the potential to move on, at some later date, to higher education and training.

Bill Dodgson

East Riding Aimhigher Local Area Co-ordinator

November 2010

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East Riding FSM Project (for Free School Meal Students) – April- June 2010

East Riding of Yorkshire Council (ERYC) School Improvement Service were invited to bid for additional funds from Aimhigher Humber in March 2011 to target additional support for Aimhigher beneficiaries the authority considered at the greatest risk of not progressing to further and higher education and/or training though with the ability to do so. The sum available for the 18 secondary schools in the region was £8664. The authority had previously identified that free school meal students, the majority of whom one would expect reside in less well-off areas of the County, historically failed to do as well at GCSE as they were predicted, based on prior performance and potential. The decision was taken therefore to target the five secondary schools from within the East Riding having the greatest proportion of free school meal students in Year 11 at that time, with the intention of improving practice and retention with this cohort of students.

The project schools were provided lists of their eligible free school meal students in Year 11 and required to compare the lists with their current Aimhigher register. Those students on both lists were to be provided, using this additional funding, further opportunities for mentoring, revision classes, advice on progression pathways, visits to HE/FE institutions, study skills and learner programme incentives.

This programme was seen as an extra to the programme already in place funded via Aimhigher which benefitted all identified Aimhigher students at the school. In addition, schools were required to collect data pertaining to these FSM/Aimhigher students regarding outcomes at GCSE and eventual progression pathway post-16, and to report this for comparison at the end of the project.

65 students were identified as being participants in this project spread across all 5 schools, some schools with much larger cohorts than others. 4 of the 5 schools had 100% pass rates in at least one subject at GCSE (A*-G). The 9 students who failed to achieve at least 1 pass attended the same school, and it was assumed, had a history of non-attendance. Just under half of the total cohort (45%) managed to gain 5 or more passes at higher grades (A*-C), and three quarters (74%) managed at least 5 passes (A*-G).

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The primary target of the project was to improve progression and retention with these students and to address previously identified issues of under-achievement and failure to return to education and training post-16. Of those reported, the majority returned to either full-time study in the 6th Form, enrolled on college courses at FE or took up apprenticeships. However, a large proportion were unreported and could therefore be assumed not to have moved on to further education and training despite having attained qualification. They may, of course, have progressed to the next level of education and/or training but not at their local school or college.

One school provided significant, and interesting, detail about the outcomes achieved by their targeted students and the impact the additional funding had on results. 58% of their 19 FSM/ Aimhigher students achieved five or more passes at A*-C compared with 12% in the previous year. 95% achieved five or more passes (A*-G) against 80% previously. All students achieved at least 1 pass, 88% in 2009. The majority of the school‟s funding was targeted at improving performance in English and Maths. Students were provided exam and revision guides, extra tuition and course work catch-up support in the period running up to the exams. All of this was found to have had a significant impact on eventual performance, especially with those students who had previously been poor attendees. The school considered the additional funding had been of significant help but remarked that it might have had an even greater impact if it had been made available earlier in the academic year. They could then have provided more one-to-one support and small group work, and additional resources to those students who needed them most.

Bill Dodgson

East Riding Aimhigher Local Area Co-ordinator

December 2010

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Progression Pathways Project – 2009-10

This is a project that has the key Aimhigher objectives of raising aspirations and increasing progression to Level 4 and higher at the core. The pathways maps that are being produced and used in schools and colleges show learners that whatever their starting point they can find a progression pathway that meets their needs and abilities and has the potential to take them to the highest levels of the National Qualifications Framework(NQF) NCF

The project, lead by Escon Education Ltd began as a joint Aimhigher/LSC project. The project was initially more to do with mapping progression gaps than recording pathways but the Aimhigher Partnership felt that the pathways mapping was the most useful part of the project. The project has also coincided with some major changes in 14-19 curriculum (the 14-19 Reform Programme) which identifies 4 pathways from 14-19. These are general, work-related, work-based and foundation pathways. This has meant that learners, teachers and personal advisors have had find out how the new pathways work.

Phase 1 was a research and development phase, during which there was a great deal of consultation over which models were most appropriate. During this phase it became clear that for the pathways diagrams to be of real benefit to learners they needed to reflect precise local provision. This meant that each area needed to have its own version.

Phase 2 was the production and dissemination of version 1 of the pathways which were produced in consultation with schools training providers, FE and HE institutions, Education Business Partnership, Consortium for Learning and Connexions.

Phase 3 was an update phase as FE and HE provision changes were significant but also the Diploma was introduced which runs across Levels 1-3 both pre and post-16. This created a major challenge as the complexity could have been confusing for learners. This issue was resolved and the second and third versions included some Diploma lines and labour market information.

Phase 4 has been consolidation and a final update of the pathways as of April 2010. A proposal to produce a bespoke version for apprentices, which had

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been discussed with Humber Apprenticeships Panel and which they had supported, was not possible due to restricted funding. However, a proposal for a generic version which can be incorporated into local area prospectus‟s has been developed and agreed.

The Aimhigher Humber Area Partnership recognised that the Aimhigher cohort would benefit from the IAG format of the pathways diagrams because they show clearly and diagrammatically how every one of the pathways can lead to Level 4 or higher qualifications.

Results: The project has met all of the objectives that have been set in each phase and it has provided a unique IAG resource that supports and encourages progression to higher level learning no matter what the starting point. Across the Humber region the resource has been and will be made available to all schools, colleges and via the CfL to training providers. It has not been possible to log the use by learners, however, anecdotal evidence shows that almost all teachers and PAs who have IAG responsibility use them with their learners to explain progression pathways. In phases 1 and 2 of the project North Lincs produced all of the diagrams in hardcopy and also commissioned posters of them for school/college wall displays. The entire Aimhigher cohort was targeted and feedback from learners was 100% positive. Learners found the diagrams easy to understand, informative and helpful in making progression and career choices. Feedback via Aimhigher co-ordinators from all areas has been positive. Feedback from the 27 training sessions was 100% positive. Although it isn‟t possible to determine the impact of the diagrams on progression learners directly, together with the other Aimhigher initiatives they make a good package. Requests for updated versions continue to be received, which is a good indication that the resource is being used. .

Some providers have already transferred the process to other applied courses for example Grimsby Town Football Club (GTFC) now use it for their BTEC courses and have requested on-going support for the development of pedagogy.

Third party endorsement: The pathways diagrams have been praised by Ofsted inspectors and by the participants in Regional Aimhigher projects. They were particularly noted as

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excellent resources at a dissemination event in Leeds in December 2007. YHELLN commissioned an extension of the project in 2008 to include other areas.

David Lee

Escon Education Ltd

July 2010

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Pedagogical Development Project

The Aimhigher Humber funded work-based pedagogy project, lead by Escon Education Ltd, was a response to a series of reports from bodies such as Ofsted and Training and Development Agency (TDA) about the quality of experience that learners were getting on applied courses which suggested that the learning experience wasn‟t preparing them adequately for progression. The main criticisms were that the programmes were teacher-led and did not provide sufficient opportunity for learners to develop independent learning skills and to build confidence in their ability to cope with enquiry-based learning. The project coincided with some major changes in 14-19 curriculum (the 14-19 Reform Programme) which presented an opportunity to engage teachers and trainers in a new pedagogical approach which was quite radical and required a serious challenge to established ways of working, including business engagement. The project has had 3 main phases:

Phase 1 was primarily a research and development phase, during which academic research was given a practical context and tested with applied learning programmes such as BTECs.

Phase 2 focused on work-related learning and in particular the 14-19 Diploma.

Phase 3 coincided with preparations for the implementation of new Apprenticeship Frameworks and addressed challenges in terms of learner preparation for progression to higher level learning and the effective implementation of functional and personal learning and thinking skills.

The Aimhigher Humber Area Partnership recognised that the Aimhigher cohort was potentially largely composed of learners on less traditional learning pathways. One of the challenges of providing learners with more responsibility for their own learning has been to provide sufficient structure to enable this to happen without them feeling like they‟d been set adrift.

Results: The programme has provided training to over 200 practitioners and the methodology is being cascaded within and across institutions (5 colleges, 5 training providers, 22 schools). Providers that have had teachers who have been directly involved in training to date include: Aimhigher Humber Activity Case Studies Page 11

GIFHE, 8 Faculties (Business & Admin, Construction, Hospitality, Hair & Beauty, Engineering & Manufacturing, IT and Creative and Media, Sport and Active Leisure Faculties). Franklin College, 5 Faculties (IT, BAF, Creative and Media, Sport and Active Leisure). , 7 Faculties (Tourism, Hospitality, Business, IT, Construction, Engineering, Sport & Active Leisure). JLC, 4 Faculties (Tourism, Hospitality, Business, IT ). YCC, Engineering (to date) A4E, Southbank Training ( and Grimsby branches), EDS, NELALS, GTFC, Havelock Academy, , Oasis Academy Wintringham, Hereford School, Humberston School, Whitgift School, Lindsey SSACA, Cambridge Park Specialist IT College, . Brumby Engineering College, Frederick Gough School, FTC, Huntcliff School, Melior Community College, North Axholme College, Saint Bede's Catholic School, Sir John Nelthorpe School, South Axholme Community School, Vale of Ancholme Technology College, Winterton Comprehensive School, Malton High School, Filey School.

The Engineering Faculty at YCC used the pedagogical development training as the first strategy in their performance improvement programme. Whitgift school which had undertaken pedagogy training for Manufacturing also requested training for hospitality and engineering.

It is axiomatic that the pedagogy develops personal learning and thinking skills as development is embedded in the framework and study guide tasks and checked and reviewed through the skills check process which is part of the process. In particular the learning is driven by tasks linked to key questions and this provides an impetus that „causes‟ enquiry-based learning.

Some providers have already transferred the process to other applied courses for example GTFC now use it for their BTEC courses and have requested on-going support for the development of pedagogy.

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Third party endorsement: This is an example of feedback from James Danby at GIFHE following training for Engineering:

“Hi David

I hope you are well?

Many thanks for the positive feedback, it is much appreciated.

Equally, the feedback from the YCC team is very positive about the content of the 3 days and your excellent delivery.”

The NEL Sport and Active Leisure Partnership was praised by Ofsted during their first „health check‟ because of the quality and methodology.

All Diploma groups have reported similar positive feedback. Initial responses from Sector Skills councils and training providers have also been positive.

The Department for Children Schools and Families (DCSF) and Qualifications and Curriculum Development Agency support team people (QCDA) were not allowed to formally endorse methodology but privately reported that it is light years ahead of anything else they have seen.

David Lee

Escon Education Ltd

July 2010

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Targeted Progression Support for Level 3 to Level 4 work-based learners

Methods used in the project model Identifying Aimhigher target cohorts from within work based (WB) provision.

Establishing an appropriate delivery partner network.

Progression Needs Analysis for work based learners.

Using a work-based HE Progression Framework.

Delivery of a Preparation for HE module for Advanced Apprentices.

Delivery of a Preparation for HE teaching module for training provider staff and personal advisors.

What evidence is there that this approach/activity works? The training providers involved in the project are using the same methodology and interventions developed for their Aimhigher learners with their non-Aimhigher cohort, proving the project‟s success. The providers can see the benefit of the project on their whole student body.

What is the role of the Aimhigher partnership in this approach/activity? How does the partnership make this work possible? This work has evolved through various areas of work-based learning Aimhigher funded activity but the focus since 2008 has been about ensuring learners in work- based provision could access a Higher Education Progression Framework which was relevant to their personalised progression support needs. Aimhigher requested that the project offered personalised support for targeted individuals and that the target audiences could have access to a HE Progression Framework.

The project partnership brings together sub-regional training providers, their umbrella organisation „the Consortium for Learning‟, Connexions/Local Authority staff, the National Modern Apprenticeship Service, the University of Hull and other Aimhigher Humber partners, including the Lifelong Learning Network (YHELLN, which wound up in December 2009).

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Is this activity or approach one that can be replicated in other partnerships? The project model can be shared with other partnerships and very easily replicated. The process and templates used by the project are available from Tammy Aldred at the Consortium for Learning.

How would you sustain and develop this work in the future? How are you working now for sustainability of this work? The Yorkshire and Humber East Lifelong Learning Network contributed funding to this project to support accredited training at level 4 of a module called „Preparation for HE‟, which is delivered by the Centre for Lifelong learning at the University of Hull. The training programme has also been offered to the training providers teaching/training staff so they are then able to deliver the module to their own learners.

Tammy Aldred

Planning and Performance Manager

Consortium for Learning

May 2010

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Meeting the Needs of the Aimhigher Cohort: The Friendly Face of the Student Finance Advisor

Project/activities discussed: Communicating HE student finance information. The project leader has a direct link with Student Finance (SFE) Consultants. This enables information to be immediately disseminated to our Aimhigher target audiences in manners which are most appropriate for their needs.

Maximising opportunities with the media – looking at a range of channels utilised by the project from appearances on BBC Look North, KC FM radio station to doorstep circulations and newspaper supplements.

Engaging with parents/carers about HE Finance.

Advising the Advisors (Continuing Professional Development, CPD).

Translating the various sources of student finance information for direct use with widening participation cohorts, in a friendly, understandable and timely manner.

What evidence is there that this approach/activity works? Demand – The post-holder linked to this project is continuously on the road visiting partner institutions, attending parents/carers events and delivering student finance sessions to a wide range of audiences including adult learners, work-based learners, parents/carers, student advisors, tutors etc. The Project Leader has presented to Student Finance England at their North East Regional conference to demonstrate how SFE and Aimhigher work effectively together.

Evidence, which can be presented includes the project materials produced, diary of sub-regional and local events, guest speaker at SFE conference, television, radio and newspaper press coverage, testimonials including „thank you‟ letters from learners, schools, SFE.

What is the role of the Aimhigher partnership in this approach/activity? How does the partnership make this work possible? The partnership commission this work on the basis that there is sub-regional demand for the function and there are economies of scale in having a post-holder who can provide a service across the sub-region and beyond when necessary. The

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Aimhigher Humber partnership also provides a network of Aimhigher Co-ordinators in schools, academies, colleges, work-based provision and in Local Authorities in addition to other related widening participation practitioners who share experience, information, contacts etc. As there have been changes in the IAG models in many areas, due to Connexions and other IAG agency work been taken in to Local Authorities, the partnership have had a consistent point of contact for IAG in relation to Student Finance and in particularly HE Student Finance – although along the way capacity to offer IAG in relation to post-16 student finance has developed significantly.

Is this activity or approach one that can be replicated in other partnerships? The project model can be shared with other partnerships and very easily replicated.

The Consultant produces an annual guide to HE Funding containing information about HE funding in colleges and Universities in the Yorkshire and Humber region. The guide was shared with colleagues in the West Yorkshire Aimhigher Partnership who funded the printing cost to cover distribution costs in their geographical area.

How would you sustain and develop this work in the future? How are you working now for sustainability of this work? The Consultant in Student Finance has delivered CPD to numerous Learning/Progression Advisors over the course of the project, all of whom will have been given information which will help them deliver on-going IAG beyond the life of the project. There has also been joint work with the Admissions Department at the University of Hull on Applicant Open Days and Community Engagement days to ensure impartial student finance information has been distributed to potential HE applicants and their families.

The work with the media, e.g. a Hull Daily mail supplement, was financed mainly through seeking advertising from partner institutions.

Workshop Description: Workshop delegates will be presented with a project which has had a highly successful communications strategy in engaging with learners, parents/carers, academic and guidance staff and the media over the very sensitive subject of Student Finance IAG. The workshop will cover:

Maximising opportunities with the media.

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Engaging with parents/carers.

CPD: Advising the Advisors.

Translating the various sources of student finance information for direct use with WP learners, in a friendly, understandable and timely manner.

Elaine Warrener

Consultant in Student Finance

Wyke 6th Form College

May 2010

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Participation in the ‘Bridal Buyers Student Designers of the Year’ event – March 2010 Harrogate Conference Centre

From: Samantha Mason’s (Bridal Buyers Student Award winner)

“Our project brief for bridal buyers was to design a wedding dress with the theme of Marie Antoinette meets rock chic. We had to research both themes looking at colours, patterns, silhouettes, detailing, and basically everything else to do with rock chic and Marie Antoinette, and then make a mood board for each theme. We then had to come up with a range of dress designs incorporating aspects of both eras and select a final design that would be entered into the competition. My design that I entered was the first design I thought of. Once we were handed the brief I knew exactly what I wanted to do for my final design before we had even started the project.

Making the dress was challenging yet fun. I love the practical side of fashion design. We had a couple of small setbacks like changing the underskirt so that it would hold the weight of the leatherette skirt, which was quite heavy, and then we had the problem of getting the collar to stand up properly because it was so tall. But we managed it in the end and if it hadn’t been for my tutors helping me make the dress then it never would have got done in time. I am very grateful for that, because bridal buyers was truly an experience I’ll never forget.

The awards experience was amazing. I had never been to anything like that and it far passed my expectations. As soon as we got there I stood staring at the giant, immaculate building in front of me where bridal buyers was being held. We walked into the lobby where we were handed programs for the event. We were then directed upstairs to the bar area where we were greeted with waiters handing out champagne. We were in there for about an hour before we were lead into the dining hall, where we were all directed to our allocated seats, complete with name tags, miniature chocolates and a little bottle of bubbles. The food was delicious. We had a starter, which was a type of creamed cheese with bread and tomato, a main course which was chicken stuffed with spinach with a side of green beans, carrots and mash with onion, and then the desert, which was lemon tart with crushed raspberries. The dessert was my favourite. We then had more drinks and then the awards show started.

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Winning the award was a shock for me. I seriously didn’t think that I’d win, so when my name was called out on stage I just sat there blank and speechless and didn’t know what to do, I finally came to grips enough to get up out of my chair and walked up to the stage. I was nervous because I’ve never stood up on stage in front of over six hundred people, so I was pretty scared. I was handed my award, shook hands with a couple of people on the stage and then retreated swiftly to my seat, with a tidal wave of congratulations on the way. They finished announcing the winners from the rest of the other categories and then we exited back out to the bar area where we spent our time until we went back to the hotel. Winning didn’t actually hit me until the next morning when I woke up to a trophy starring me in the face. It really was the best experience of my life.”

From: Laura Peebles Brown - Course Leader

About the Competition

The Bridal Student Designer Award is a prestigious nationwide competition that is open to all fashion students who are currently studying in Further or Higher Education including Masters Degree learners. Award winning bridal designer Ian Stuart and editor of the Bridal Buyer magazine Susi Rogol put together a challenging design brief for students, testing their imagination and knowledge of construction processes. This year‟s design brief was „Marie Antoinette meets Rock chick‟ the entrants were to design a dress that fused the two contrasting themes. Students were to create a final design sheet showing an innovative wedding dress design, and submit additional technical drawing work and construction plans showing an understanding of pattern cutting and sewing skills.

The finalists This year had great success and the BTEC National had 5 finalists, of which 4 were second year students and 1 was in their first year. The students were all very pleased to be chosen as finalists and rose to the challenge of making their dresses. All the learners have experience of pattern cutting but this work was very challenging for them. Completing an haute couture wedding dress is a very hard task. The dresses were all very different and each student had interpreted the competition brief in unique ways.

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The making process, fabrics The making process has been very lengthy. The students not only had to juggle their college course whilst making their dresses but the second years were also heading off for university interviews. The process of making a wedding dress is very complex. Students initially made a quarter scale replica of their dress patterns and completed a fabric search working out an accurate amount of fabric they required to complete the construction process. A full scale pattern was then drafted and an initial toile was made up. Wedding dresses have a lot of internal support and require a great deal of construction processes that cannot be seen from the exterior of the garment. Once the initial dresses were made alterations and fitting took place. The competition works to a specific sizing which means all the dresses have to accurately fit to the sizing guide so they can be worn by models and put on mannequins at the exhibition.

Laura Peebles Brown

Course Leader Yr 1 Fashion

Hull College - Art & Design

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Outdoor Education

I work at Grimsby Institute in the Outdoor Education department. I have worked in this area for the past 9 years after retiring as a Sergeant in the Lincolnshire Police (30 years – at the tender age of 49yrs). I mention this fact as it shows I had professional dealings with the youth (16-20 year-old age bracket) of Grimsby and at the time, had preconceived ideas.

The whole aspect of „Outdoor Education‟ has had such a tremendous impact on the vast majority of learners. Many return or communicate via email and the infamous „Facebook‟ about their best memories of College being their outdoor education days.

I have a keen interest in photography (only since what has turned out to be my 2nd unintentional career at the college) and thousand of „memories‟ have been captured for learners to remember and share their experiences.

What positive impact has Aimhigher had? I find it quite hard to put into words the dramatic positive contribution the funding from Aimhigher has made:-

The outdoor experience has become something of a taboo subject with all the H&S concerns. However, for young people to enjoy the adventure there has to be an element of „calculated‟ risk involved.

Many dozens of learners have benefited by experiencing:

indoor and outdoor climbing,

day expeditions to Derbyshire and the Lake District,

camping and team building trips to the above locations.

Without appropriate funding these trips would not have been possible. The funding has gone towards meeting H&S National Government guidelines in relation to staffing and the ever increasing cost of fuel for travelling and cooking etc.

Without this help many learners would not have been able to afford this experience that is vital to their college course and general life skills.

Our learners come from all walks of life and have a wide range of ability. We cannot profess 100% success rate but I can state that our „outdoors team‟ has made a

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positive contribution to many lives thanks to the additional Aimhigher funding. My perception of these young people has also changed. Getting to know these students and their background history, I‟ve realised why their behaviour can be challenging. A little help and funding has made a massive difference.

Our “staff” have been motivated to give many additional voluntary hours because of the benefits to the students.

My most treasured statement came on one of these residential trips when one of the quiet learners said:

“Bob, what’s the opposite of being homesick?”

Bob Wells, Tutor

Grimsby Institute

November 2010

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Connect to Success

Connect to Success is an Aimhigher Humber e-mentoring project that has been developed to help engage and raise the aspirations of widening participation (WP) learners within the Humber region. The current project has been in existence and running from since 2008, and will continue to run until July 2011. It currently uses a web-based management system (with the URL www.unibook.org.uk) provided by „E-mentor Pro‟; one of two national providers which are recommended by the national Aimhigher Associates scheme due to their reputation for providing safe and secure online facilities. The system disguises the personal details of both the learner and mentor at all times, whilst allowing them to send email style messages to each other using a „unibook.org.uk‟ email address - only if they are linked together in a „mentoring pair‟ by a project coordinator. The Unibook system also sends text alerts to the users to signal that they have a message waiting in their inbox. This encourages activity between the mentoring „pairs‟ as it prompts the user to login to the website or their email account and read and reply to the message that has been sent. Project coordinators are also able to see all activity as well as being regularly sent sample emails from the system to enhance the security and ensure the safeguarding of both the learners and their mentors.

According to the www.direct.gov.uk website, “Aimhigher is about making everyone aware of the benefits higher education can bring, whatever their background”1. Using this ethos, all of the higher education students that volunteer as Connect to Success mentors are fully trained on the types of issues that regularly affect WP cohort learners and influence their education choices. The training also covers the different routes that are available into higher education, what student life is really like (myth busting), the financial support available to higher education students, and the more detailed aspects to mentoring such as the use of open and closed questions and different learning styles. Using these skills as well as their own experiences, mentors are well equipped to assist the young learners and answer the questions they may have about university life. The project is designed to encourage WP learners to be more enthusiastic about continuing their education, and to help them feel more

1 Aimhigher: Helping you into Higher Education; www.direct.gov.uk, [Accessed 15/03/2011]

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comfortable about the transition to further and higher education. Connect to Success encourages both the learners and mentors to discuss topics regarding these issues, and provides coordinator support by both telephone and email with any issues that a mentor feels that s/he doesn‟t feel comfortable or able to deal with alone.

The success of the project is monitored initially by the feedback responses of the learners, and how they feel that e-mentoring has had a positive impact on their lives. Recent (March 2011) comments that have been made by learners include:

[The best thing about Connect to Success is]..“Having someone to talk to who has relevant information and understanding of the subject that I want to study. I am very excited about going [to University], and feel I have been equipped with the fundamental skills I need to succeed. My mentor offered sound advice and was very prompt with replies, I would recommend the service to anyone and consider becoming a mentor myself when I am at university.”

[The best thing about Connect to Success is]...“That the mentors are easy to talk to and that doing it via e-mail makes it really easy.”

“Aside from having someone who understands the stress and pressure the text message is great, as having a jam packed study schedule means I would have forgotten to get in touch otherwise. [The idea of University has become] much less daunting...... My mentor was a great help and support; it is definitely a worthwhile project.”

[The best thing about Connect to Success is]...“That you can just talk to them [mentors] about normal every day things and not just school, they are like another friend”

[The best thing about Connect to Success is]... “Being able to talk to people who know what it’s like to being our position. [My mentor has helped me in] dealing with complicated situations, e.g. being nervous (and) time handling. There is nothing I would change [about Connect to Success].”

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A common response from learners is also that their mentors are like a knowledgeable friend who they can ask questions about furthering their education, and not feel embarrassed. Many of the learners that currently take part in Connect to Success have also recorded in their evaluation forms that their mentors have helped them to see university as a less daunting place, and that e-mentoring has helped to give them the confidence to continue with their education.

Kayleigh Cartwright Co-Project Coordinator Connect to Success – Aimhigher Humber

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Case Studies

Learners

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Matthew, Year 10, Hessle High School, 2009-10

Matthew attended an Aimhigher Summer School and returned to school full of enthusiasm, fired up to attend university. He envisages applying for Biology courses and would welcome a career in animal welfare. He enjoyed meeting students from other schools and was particularly enthused about the opportunities to learn Russian and Cheerleading. Neither of his parents attended university.

Rebecca, Year 10, Hessle High School, 2009-10

Rebecca was nominated following her attendance on the Regional Aimhigher Summer School programme due to her obvious commitment to self-development and personal progression. Rebecca has been very enthusiastic about the opportunities presented to her in the York Spring School. She is a very determined and driven young lady and has her sights firmly set on reading Law at university. She particularly benefited from the Street Law Workshop and enjoyed socialising with her peers from other schools. There is no history of university attendance in her family and Rebecca is a looked after child; a group which is currently under-represented in Higher Education.

John Riley, Aimhigher Co-ordinator

Hessle High School

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Bethany, Year 11, Newland School for Girls, Hull, 2009-10

Bethany is in Year 11 and completing her GCSEs at Newland School for Girls. She fully engages with all of the Aimhigher activities she has been invited to participate in. She was the only pupil from Newland School who wrote a piece for the Aimhigher writing competition, and was pleased to receive a pen for her contribution. She has been mentored during Year 11 by the Aimhigher Co-ordinator, attended revision classes in school, went to the Aimhigher launch event and was successful in her application for a place on the Aimhigher Summer School for July 2010. Bethany has worked hard at Newland School and is expected to do very well in her GCSEs, aiming now to go to University and eventually become a secondary teacher. Bethany felt that there were areas she struggled with at primary school but feels the support and confidence in her that has been shown at Newland School have helped her to achieve her potential. Bethany‟s Head of Year wrote,

“As Bethany’s Head of Year and geography teacher I have seen her grow into a confident young lady. She is hardworking and always willing to help her peers and the school in any way she can. She is reliable and over her attendance has improved from 82.2% in Year 9 to 95% in Year 11. I wish Bethany well in whatever career she eventually chooses as I know she will be a success.”

Viv Carass, Aimhigher Co-ordinator

Newlands School

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Lewis, Year 13, Havelock Academy, 2009-10

Lewis is a polite, enthusiastic, determined and fun young man. The first Aimhigher activity that Lewis participated in was the ACE Day visit in year 9 to the University of Hull. Since then, Lewis has relished the opportunity to visit different universities and take part in all of the experiences offered to him through Aimhigher, such as a year 10 visit to the University of Lincoln, a half term visit to Leeds Metropolitan University in year 11 and year 12 participation in „The Exam‟. Through his inclusion in the Aimhigher programme Lewis has not only gained a great deal of knowledge about university and what it has to offer, but more specifically Lewis has learnt the value of hard work and commitment to education. Lewis has spent the last two years studying hard for his A-levels and was in the first cohort of Havelock Academy Sixth Form. Lewis has always had a keen interest in politics and society and this led him to take Government and Politics at A-level alongside his other passions History and Drama and Theatre Studies. Lewis is the Creative Director of GRIMS Theatre Company (Havelock‟s own theatre company) and has therefore given up a lot of his free time to work with his peers and younger school members on productions and performances. Lewis was also one of the first students in to be awarded the Bronze Arts Award last summer, an opportunity he took up in his own school holidays and not in traditional teaching time. Lewis was also chosen to go on a school exchange visit to Virginia and represented not only the academy but also the local area to the highest standard.

Lewis has not always had the easiest time at school and has previously found himself sidetracked by some of the pitfalls that go along with being a young person in an increasingly distracting world. However, it is a credit to Lewis and the school that he managed to better focus his efforts and become the role model for younger students that he is today.

Moira Headridge, Senior Aimhigher Project Worker, North East Lincolnshire

Aimhigher North East Lincolnshire

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Jack, Year 9, St Bede’s School, 2009-10

Jack is a year 9 pupil at St Bede‟s School in Scunthorpe who has demonstrated aspirational qualities through full engagement with the many aspects of the Aimhigher programme. He has benefitted from e-mentoring through the Connect to Success project and is involved in the Aiming for a College Education (ACE) Day at Hull University in May. As one of our Year 9 students who has received ten hours of One-to-One Tuition in Mathematics under the government's initiative he has further demonstrated his determination to succeed and literally to aim higher. His tutor for this programme commended his reliability and dedication.

Jack has also been engaged in family/parent events at school and works with the Aimhigher Co-ordinator through the institution‟s own Aimhigher programme. The school operates both Information Evenings for parents as well as Consultation Evenings with Learning Tutors and full involvement with these alongside Options Evening mean that Jack is well placed to make thoughtful and effective choices as he moves into Year 10 and beyond.

Academically Jack is very representative of the local Aimhigher cohort. Statistically he is an average student who needs to work hard to achieve 5A*-C with Maths and English or equivalent at GCSE. Jack is determined to apply himself and achieve to the best of his ability. Along with other Year 9 students at St Bede's he has taken a full Integrated Humanities GCSE during Year 9. His projected grade based on coursework and trial exams is at Grade C and this success will follow through into his ongoing work in other GCSE and equivalent courses including English and Maths. Through all his work Jack has demonstrated his commitment to self-development.

Peter Martin-Walker, Aimhigher Co-ordinator

St Bede’s School, Scunthorpe

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Jade, Year 13, Havelock Academy, 2009-10

Jade is a student who lacks confidence in her own abilities. She is not a particularly academic student but has a keen desire to become a chemistry teacher. She attended the girls‟ only “It’s not all white coats and goggles” event at the Oaklands Hotel. She thought it was great and even quoted it in her UCAS personal statement (below). When she received her first offer letter I got the email shown below. I think you can work out for yourselves how important it is to her.

This is from Jade‟s personal statement:

I have attended trips devoted to science, one being, “It’s not all white coats and goggles” sponsored by Aimhigher. This was a day devoted to females interested in taking up science as a career. This helped broaden the way I think about science and about the wide spectrum of jobs available. I have also been able to share experiences with people working in the science field. One of whom was Claire Gosling, a graduate from Lincoln University. She presented us with information on forensic science, such as different jobs available and what forensic science is all about.

Jade notified Janet Shawcross by email that she‟d had a conditional offer for a BSc Chemistry degree course. She described it as the “best news EVER!” Jade added “I’M SO HAPPY I’m shaking and dancing around like a……….VERY EXCITED HAPPY PERSON!”

Janet Shawcross and Paul Styles, Aimhigher Coordinator

Havelock Academy

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Sophie, Year 8, Archbishop Sentamu Academy

“When I was in year eight at Archbishop Sentamu Academy I went to the University of Hull. The day before we went to the University, me and 19 other students were working in the city learning centre, next door to our school, [to get] ready for the trip to University. We had to work in groups of five and produce a presentation on a country about their learning and their transport. They were for adults who worked for AimHigher from the university that came in to talk to us about our learning and about other people‟s learning. The next day all of us travelled to the University on the coach. When we got there we took a look around, it was huge. They were all different rooms like libraries, galleries, computer suite and many more rooms. We looked out of the window of the library, it was very high up. We explored more in the university then we went for our lunch. After lunch all the five groups was preparing for their presentation. The presentations lasted about 10 minutes each. It was a great experience. We all enjoyed it and hope to go on another trip like this in the future. It has inspired me to maybe go to university when I am older.”

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Dan, Level 5 Sports Coaching, Grimsby Institute of Further and Higher Education

“From a personal perspective having carried out a year on a Basic Expedition Leadership Award and an outdoor expedition course I found the outdoor education side of it very satisfying and enjoyable.

Having carried out events such as:

Indoor and outdoor climbing. Camping and team building trips. Walking and climbing in Derbyshire. Paintballing.

Activities such as this all required a certain amount of funding which, at the time none of the students were aware of, but now looking back it is safe to say that without the funding received none of this would have been possible. Friends are consistently reminding us all of the great times we had whether that be trekking through woods at night using only torches and a map, or whether it be climbing up the rocks and waterfall in Derbyshire or setting up tents on an expedition in the blazing summer heat.

The brief outline of trips carried out, helped progress the skills I need in everyday life that will enable me to continue to pursue my chosen career path.

Skills learnt or developed such as:

Leadership- taking charge of situations in a group or team environment. Communication- making contributions to benefit the team, making strong points. Determination- not taking the easy option of quitting, pushing through to the end of activities whether they are abseiling, kayaking, rock climbing or checkpoint waiting.

It is imperative the students/college continue to receive funding to allow future students to receive the life experience, personal skills development and enjoyment that I was privileged to have.

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I would just like to mention what a great job I personally believe the „Outdoor Education‟ teaching team did during my time carrying out the experience and from word of mouth, what a great job they have done with past and present students before and after me.

I genuinely believe I took [onboard] a huge amount of experience on a personal level as I now look to go about life the way they do. There is nothing better than walking down the sports corridor at college and passing a previous outdoor education teacher and reminiscing on the great time we shared.

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