Access and Participation Plan 2020-2021 Providing education and training for the communities of

We are proud to provide education and training for the communities of Bradford, and are determined to ensure everyone is able to access these opportunities. No matter what their background or circumstances are, we will support every learner to reach their potential, gain qualifications and progress to rewarding careers.

Our Access and Participation Plan (APP) is our promise to:

•• Improve access to Higher Education opportunities at for everyone •• Support every learner to ensure they have the best possible chance of success •• Enable every student to progress from their higher education on to the path they want to follow, whether they want to undertake further studies or move into employment

Your Degree, Your Way About Bradford College Bradford College is one of the largest college-based providers of Higher Education in England. Our mission is to transform the lives of our students, with one of our key priorities being focused on delivering a curriculum that meets the needs of students, employers and the community.

The Office for Students (OfS) Access and Participation Dataset

This provides vital data and information that shows how well we, as a college, enable everyone who wants to study with us to access Higher Education, compared to other colleges and universities. In this plan, we have used this data to examine our own performance in access and participation to find out where we need to improve. At every stage of the plan we are guided by the key principles of equality, diversity and inclusion. This plan has been reviewed by the Equality, Diversity and Inclusion (EDI) Committee. To ensure a good all-round plan that supports students at every single stage of their journey with us (from application to graduation and further progression), we have involved student representatives and college staff. They include: •• Equality, Diversity & Inclusion Committee •• Governors •• Executive Leadership Team •• Staff – including those who teach degree level courses •• Curriculum, quality, admissions and recruitment colleagues •• Student representatives

Access and Participation Plan 2020-2021 3 Contents

Section 1 Assessment of performance Background Ethnicity Mature students Disabled students Gender Intersectionality Conclusion of performance Intersectionality Care leavers/estranged

Section 2 Strategic aims and objectives Target groups Interventions, evaluation and support Financial support for target groups Aims and objectives (by target group Continuation and attainment plan Progression measures

Section 3 Strategic measures Strategic approach Delivering the plan Alignment with other strategies Collaboration and alignment with other work and funding sources Financial Support Student consultation Evaluation strategy Monitoring progress against deliver of the plan

Section 4 Providing information to students

Access and Participation Plan 2020-2021 4 SECTION 1

Assessment of performance

Socio-economic background As a college we have chosen not to use and POLAR analysis unconditional offers to attract more students. This is to help provide our own further education The population of Bradford and the surrounding (FE) students with greater opportunities to areas is a mix of moderate socioeconomic progress to higher education and beyond. Our deprivation and low engagement. They typically position on unconditional offers will continue fall into POLAR Quintile 2&3, as defined by the to reflect our position which is supported by Office for Students’ Insert (OfS) measures of growing evidence against such practice. participation rates of young people in higher education by local areas:

POLAR Quintile Ethnicity 1 2 3 4 5 Access Over the past six years the College’s HE population has reduced from around 4000 Bradford and surrounding areas to 2000 students. The college population has

likely to access access to likely access to likely shifted from a majority of white students, to a Higher Education Higher Education Young people least Young Young people most Young majority of Asian students. As illustrated below, our student population is very diverse and this is our norm.

Student Ethnicity % - Headline Classifications More information on POLAR Source - 2018 HE Core Recruitment Report (AERA-I) Quintiles is available from 12/13 the OfS. 13/14

There are areas further out from the centre of 14/15 Bradford, within commutable distance, that are within regions of POLAR Quintile 4&5, or areas where young people are more likely to attend 15/16 higher education. The typical pattern of student recruitment is 16/17 largely driven by a very small number of wards defined as POLAR Q2 and 3, with some pockets 17/18 of POLAR Q1, where deprivation is considerable.

In the last five years: 18/19 •• The College’s student body has changed from being made up mainly of students 0 10 20 30 40 50 60 70 80 90 100 from backgrounds with experience of Higher Education (HE), to a population of students •• Asian and White students key who are the first generation to HE. are the most represented groups at Bradford •• The number of students who come to college Not known/provided College. from areas of considerable deprivation Asian has grown; however, students with family •• The number of non-Asian Mixed

backgrounds in HE have chosen to move Black, Asian and Minority White away from their local provision. This is partly Ethnic (BAME) groups of Black due to local colleges and universities who are students is growing, and not restricted by limits to recruitment, and is therefore a significant Chinese who appear to use unconditional offers to section of our student Arab encourage admissions. population. Any other

Access and Participation Plan 2020-2021 5 SECTION 1

Bradford College reflects the local communities, of which we are very proud. While our student access figures reflect this, we recognise the high priority challenge to ensure the highest possible levels of attainment and successful progression among all our students.

Access by Ethnic divisions % Access by Ethnic divisions % Full-time Part-time

60 Source - OfS Bradford College (BC) Access by Ethnic division data 2019 90

80 50 70

40 60

50 30 40

20 30

20 10 10

0 0 13-14 14-15 15-16 16-17 17-18 13-14 14-15 15-16 16-17 17-18

key Asian White Mixed Black Other

As illustrated above, there is a significant number of part-time students at the College, and this has a moderating influence on the whole data for the College. Of all our part-time students, 73% are white students and 19% are Asian. 19% Our part-time courses include a range of Asian Art, Education, Engineering and Ophthalmic dispensing programmes which range from level 4 through to level 7. These programmes recruit from a broader geographical area and reflect a wider student demographic. % of our part-time students

73% White

Access and Participation Plan 2020-2021 6 SECTION 1

Continuation College data shows a rise in non-continuation •• Q1 White students are far more likely to fail of study for Black, Asian and Minority Ethnic to continue or complete than either Asian students between 2013-2018. However nationally students, or their Q2 peers. it has seen a fall. Recovering somewhat in 2018, the College is in an improved position, •• However, Asian Q2 students – the largest however, the gap between the continuation of group in this sample – are twice as likely as Asian students compared to white students White Q2 students not to complete their is a concern. We will address this through study. interventions outlined in section 2 and 3. The disparity between full-time and part-time When looking at POLAR4 Q1&2 male outcomes, retention is also highlighted in the data. There we can see in the chart below1: is a steady increase in part-time Asian student continuation, compared to the steady downward Though non-continuation amongst the Asian trend for full-time Asian students. This makes the group is statistically significantly higher than for full-time students issue a key concern. Research the College as a whole, the limited data at scale into this anomaly will be undertaken to look at throws up anomalies for both parties: the key factors behind this.

Male Completed, Proceeded Exited, withdrawn Grand % % Effective student or otherwise retained or otherwise not Total Retained Non- Outcome in HE retained* Retention White (Q1&2) 87 9 96 90.6% 9.4% Q1 33 5 38 86.8% 13.2% Q2 54 4 58 93.1% 6.9%

Asian (Q1&2) 102 13 115 88.7% 11.3% Q1 11 0 11 100.0% 0.0% Q2 91 13 104 87.5% 12.5%

Sub Total 189 22 211 89.6% 10.4% College Total 657 61 1775 92.5% 7.5%

*For this purpose, Suspension of Study and Deferred Action are considered Non-Retention. (POLAR4 Q1&2 Male outcomes internal data).

Continuation by Ethnic divisions % Continuation by Ethnic divisions % Full-time Part-time

95 Dashed lines: postulated data based on Confidence Limits. (OfS BC Continuation by Ethnic divisions data 2019) Source: OfS Access and Participation Data Dashboard 2019. 85

90 80

85 75

80 70

75 65

70 60

65 55

60 50 13-14 14-15 15-16 16-17 17-18 13-14 14-15 15-16 16-17 17-18

key 1Source: Bradford College – Board Decision data, indicating student outcomes and grade decisions; 2018-19 academic year. Update: 06 December 2019. Asian White Mixed Black Other

Access and Participation Plan 2020-2021 7 SECTION 1

Attainment Attainment rates are problematic in some areas In groups of high disadvantage, small sample of provision compared to others, but the data sizes are a factor, but it is apparent that Asian tells us there is a clear need to raise attainment Male students perform less well than their White amongst the Asian population of the College. peers who, within the sample, clearly outperform Following a series of interventions, some College averages. The 24.7% overall gap, and progress was made in 2017. However results larger relative gap to White peers’ Upper for this group still show a major shortfall when Attainment, is the significant concern here for compared to others. the attainment of Q1&2 Asian male students. At a micro level, whilst some programme areas Again, reviewing Outcome data for 2018-19 have no gaps in attainment, other areas have students: significant differences. We will be addressing the interventions required to reduce gaps in attainment in section 2 and 3 below.

Male Not at Standard Upper No Data Grand % Upper % student qualifying Total Award Standard Outcome stage Award White 43 22 30 1 96 56.6% 43.4% Q1 17 11 10 38 47.6% 52.4% Q2 26 11 20 1 58 62.5% 37.5%

Asian 68 31 15 1 115 31.9% 68.1% Q1 7 1 3 11 75.0% 25.0% Q2 61 30 12 1 104 27.9% 72.1%

Sub Total 111 53 45 2 211 45.0% 55.0% College 1061 379 320 15 1775 44.8% 55.2% Total

Attainment by Ethnic divisions % Attainment by Ethnic divisions % Full-time Part-time

Dashed lines: postulated data based on Confidence Limits. (OfS BC Continuation by Ethnic divisions data 2019) Source: OfS Access and Participation Data Dashboard 2019. 70

80 60

70 50

60 40

50 30

40 20 13-14 14-15 15-16 16-17 17-18 13-14 14-15 15-16 16-17 17-18

key Asian White Mixed Black Other

Access and Participation Plan 2020-2021 8 SECTION 1 17-18 Other - 1.0 Points shift 2014 2017 to - 11.1 + 11.6 + 0.4 16-17 Black Source – Analysis of 2016/17 DLHE data. of 2016/17 – Analysis Source 15-16 -14.2% % Change to 2014 2017 -14.9% 76.9% 11.5% Mixed Mixed Part-time

14-15 White White Progression by Ethnic divisions % by Progression 5.7% 2016/17 63.2% 26.7% 4.3% Access and Participation Plan 2020-2021 9 Plan 2020-2021 and Participation Access 13-14 Asian 75 55 85 65 key Whilst employment opportunities have have opportunities employment Whilst alumni for rates unemployment declined, for possible it remains suggesting also fell, our Focusing progress. positively to students in the employability on APP interventions the College and delivery, curriculum design suitable are there sure make to will continue and suitable options progression for routes associated programmes postgraduate for such courses popular degree with our most and Art. as Education

Source: OfS Access and Participation Data Dashboard 2019. 7.4% 2015/16 73.9% 15.3% 3.3% (OfS BC Continuation by Ethnic divisions data 2019) Dashed lines: postulated data based on Confidence Limits.

17-18 69.5% 19.6% 3.3% 7.6% 2014/15 16-17 74.3% 15.1% 3.9% 6.7% 2013/14 15-16 Full-time

14-15 Progression by Ethnic divisions % by Progression 13-14 70 50 80 60 40 Further Study Other Unemployment Most ImportantMost type Activity Employment and has designed Top-Up provision to follow follow to provision and has designed Top-Up 5 programmes. the level on from naturally – Higher of Leaver the Destination widely, More few the past over (DLHE) data Survey Education this ‘post- a shift towards has indicated years at our students for as a choice study graduate’ all levels. In general, there has been some degree of degree has been some there In general, but the long term, in in progression improvement of OfS years two In the last limited. it is relatively a decline. reflects full-time study data, has the College curriculum redesign, Through 4&5 provision, level to improve made efforts Progression

SECTION 1 students

% Asian Asian % Overall Overall

67.1% 55.6% 65.5% 73.0% 69.6% 65.0% 80.0%

Education

In HSE or or HSE In 5 8

27 39 116 80 196

Asian only Education or

Not in HSE HSE in Not 2

4 21 61 10 35 96

students

Ethnic Ethnic

and Minority Minority and Black, Asian Asian Black, and Gender 2019). Polar4 by DLHE data (Internal

67.1% 65.1% 74.4%

70.3% 63.6% 64.6% 80.0% Overall % % Overall

Education In HSE or or HSE In 7 12 51 32 97 140

237

Access and Participation Plan 2020-2021 10 Plan 2020-2021 and Participation Access Minority Ethnic Education or Black, Asian and

, the disparity between different different , the disparity between

2 HSE in Not

3 4 11

41 75 28 116

students the positive suggest to is evidence there Again, the remainder from of Q1 students distinction this notable population; of the High Deprivation This analysis analysis. further requires difference as part of the plannedwill be undertaken support the APP actions and to research interventions.

By further aligning the programme portfolio the programme further aligning By highly demand for with the increasing the in the and region, skilled employees the higher skilled improve hopes to College figures. attainment employment of Leavers Destination the current Reviewing data students High Deprivation for experiences can be seen:

f White White f Overall % % Overall

61.8% 77.8% 73.7% 65.7% 75.4% 83.3% 56.0%

Education In HSE or or HSE In

21 15 14 23

105 140 245 White

or Education or

Not in HSE HSE in Not 3 11

12 13 50 30

80

Gender for

% Overall

71.1%

69.1% 63.7% 75.9% 74.0% 70.5% 65.0%

Education All or HSE In

72 22 55 26

482 202 280

or Education or

Not in HSE HSE in Not 7 71 41 14 23 125 196

Male performance is buoyed by the better by is buoyed Male performance at Q2. suffers population female However, Post-study experiences are most challenging most are experiences Post-study males also experience Asian Whilst prospects of Q3-5 students statistically of Q3-5 students prospects for female students female for the Q1&2 from females challenges, White challenges particularly severe face categories numerically) (although a small group 47% working in Bradford itself in Bradford working 47% outside of a Only 5% ended up 87% of the alumni remained in the of the alumni remained 87% commutable range from the city. from range commutable region Yorkshire West All Alumni Male Q1 Q2 Female Q1 Q2 DLHE 2017: POLAR Quintiles by Gender Destination of Leavers Results Survey 2017. At this time the first Graduate Graduate this time the first At 2017. Survey Results of Leavers Destination • • • • This data shows that: shows data This 2 no earlier this is expected 2018 be published, covering to is yet Survey Outcomes timeframe. review realistic using as it does a more 2020, than February • • It is clear from college DLHE data and our data DLHE college from It is clear the typical that with students experience recruited alumni not only was College Bradford local: remains graduation, but after locally, • Progression SECTION 1

Access and Participation Plan 2020-2021 11 Plan 2020-2021 and Participation Access Attainment the be to continue students Mature in the College. group attaining highest progression results. progression idiosyncratic completion profiles. completion idiosyncratic in students many face, the students issues Due to finish their longer than normal to take this group overall. finish to likely more are but they studies, is considered, age group the smaller 41+ Once 90.9% to further, still increase rates continuation OfS five-year in separate group the latter for only students 21 and under show a significant a 21 and under show only students olds 26-30-year Though in performance. fall it is not reflected decline, a proportionate show recruits College The achievement. in like-for-like specifically in the 20-29 age students many at attempt or second taking a late range, showing and consequently Higher Education Non-continuation amongst younger students has students younger amongst Non-continuation in Retention risen and this is a primary concern. in the the age of 25 has improved over groups are involved years, but the numbers five past small. relatively tighter an even attainment, considering When groups, measurable as of the is required, focus such as Social Work, Ophthalmic Dispensing, and such as Social Work, Education. Teacher Continuation Thirty-six percent of our population is aged of our population percent Thirty-six seen as traditionally 30; a group 21 to between or as students Higher Education, to entrants’ ‘late support to study at attempt a second having been a large has always This change. a career numbers higher due to the College within group programmes in our professional of recruitment predominantly in the ‘Young’ and 21-25 years age years and 21-25 in the ‘Young’ predominantly students of younger Although numbers groups. of the College as a percentage grown have the actual number of younger population, so, Even within the College. has fallen students up make or under still aged 25 years students HE population. College of the overall 69% Access older age from the number of students Whilst a relatively this remains is growing, groups which is body, of the student small proportion Mature Students Mature SECTION 1

16-17 N/A 71.1% 71.3% 70.1% 77.0% 79.5% 63.4% Overall % Overall

for Gender for 15-16 11.1% 15.2% 13.5% 14.0% (Internal BC DHLE by age group). BC DHLE by (Internal 0 14-15 47 171 94 Not Local or No Data Not Local 170 388 482 In HSE or All students Education (Internal BC Progression by age groups data 2019). data age groups by BC Progression (Internal PT Young (<21) PT Young Part-time 13-14

5 3.6% 4.5% 4.3% 4.6% 0 14 98 44 40 156 196 Progression by Age groups % groups Age by Progression Not in HSE or Education Access and Participation Plan 2020-2021 12 Plan 2020-2021 and Participation Access 12-13 Yellow marker is a projected interim value interim is a projected marker Yellow PT Mature (21+) PT Mature 4 75 55 85 65 key 13.2% 16.7% 14.2% 16.6% ILR data profiling for students aged 21students for profiling ILR data students all 21+ that indicates and over from come to likely more marginally are with a more POLAR4 Q1 backgrounds, age41+ the significant rise amongst the to especially when compared group, population: 17-20-year-old

Source: OfS Access and Participation Data

Dashboard 2019. (OfS BC Progression by age groups data 2019). POLAR4 Quintile (%) 3 31.2% 28.8% 32.4% 30.6% 16-17 All Alumni Age groups Age (summarised) 17-20 21-24 25-40 21+ 41+ Provided, Not or otherwise unavailable DLHE 2017 2 15-16 27.1% 25.8% 26.2% 25.0% 14-15 1 9.2% 11.5% 10.1% 10.5% Full-time

FT Young (<21) FT Young 13-14 Progression by Age groups % groups Age by Progression 12-13

FT Mature (21+) FT Mature All 21+ All 41+ Total Age Groups All 17-20 70 50 60 40 key percentage points, when data for full and part- full and for when data points, percentage when However, is combined. time students mature the part-time group, seen as a separate dramatically. has fallen progression students’ gain more to further analysis requires fall This in this resulted that of the factors understanding years. two 25% decline over OfS Data had shown a general rising progression progression rising general a shown had OfS Data though it declinedstudents, for full-time profile GAP the relative however, of data; year in the last has closed. a developed have outcomes student Mature 1.5 of around performance gap in negative Progression six-month review is important, but review six-month with young issue is a distinct there focus on the 20- Specific graduates. be of particular age band would 24 the 13.6%-point gap. benefit give However, the disadvantaged younger younger the disadvantaged However, the from come to tends population Asian communities. urban centred age groups of different prospects The the POLAR4 and from distinct are alone: Ethnicity profiles a of the DLHE being proviso The Specifically, older students (25+) older Specifically, the from come to likely more are further This population. White age emphasises a link between white deprived, and economically communities. working-class SECTION 1 Access and Participation Plan 2020-2021 13 Plan 2020-2021 and Participation Access against a College average of 53.1%. Though of 53.1%. average a College against is students of White attainment the overall there it is lower, Asian students and for higher, as discussed, in the data, complexities are gender in a simplistic convey to hard which are are we However division of performance. require a students male Asian that confident increase to interventions of supportive range rates. their attainment group, the 25%+ shortfall to the performance the to the 25%+ shortfall group, is a major population White of the general will address. the College which concern from the number of disabled students Overall HE, and the particulars to new backgrounds a to both contribute of the local economy specific the same time and at widespread challenge. Gender Continuation male 77.3% at a baseline of 80.2%, Against levels sector below is well continuation As such, male students. of female and that of a focus is and will remain continuation interventions. Attainment poorly with only 44.4% perform Male students satisfactorily in the same period attaining Progression LDD for improvements progression term Long did see a year but last positive, are students main concern The in outcomes. fall moderate which progression, to national is the difference is significant. far have LDD students College Bradford high to only 50% progress results: lower 2018, in or further study skill employment 71% of the same national to as compared will be a College group this Support for group. PG for their opportunities improve priority to or HSE. studies with concern display same priority areas The discussed as in other stages Progression identifies several Gap analysis above. weakening show that additional areas Q1 students for POLAR4 data performance. that with disabilities is notably below the Ethnicity divisions, and to compared of this demographic the understood given

better than their non-disabled peers, indicatingbetter have the end of study those making it to set is the data However, results. general better can definitively small and little extremely be stated. universal and beneficial intervention. and beneficial intervention. universal Attainment appears marginally of LDD students Attainment developments have helped support this helped have developments improvement. the support develop to continues College The health challenges. those with mental to available possibleAs Mental Health has the widest barriers down definition and impact, breaking be the most could in this group students for improvement: 80% of students with learning 80% of students improvement: retained were difficulties and disabilities (LDD) This in 2014. 76.3% to compared in 2018 amongst performance flat almost to compared as not disabled in the samethose classed realigningwork, development Staff timeframe. implementation and policy services student when they do declare. do declare. when they Continuation the is considered, non-continuation When of rate national double the shows College we have more accurate data on these groups of on these groups data accurate more have we support. better and can provide students more that sure make to also working are We about declaring confident feel students to us, and learning difficulties disabilities, and /or to them available in the support confident feel However, the growth has not happened at the has not happened at growth the However, be a could This rates. same speed as national accurate with recording issues of historical result profile. a change in student than rather data, used the system improve to working are We declared who have students for data record to to ensure disabilities and learning difficulties Access students, (DD) disabled numbers of declared The difficulties Learning or those with other / College. in the has grown Disabilities (LDD) Disabled Students Disabled SECTION 1 23% Award 71.1% 75.2% 75.0% 66.5% 70.9% 69.6% 80.0% Overall % Overall Asian Q2: 0% White Q2 73% White White Q1: 56% White % With Upper Asian Q1: 100% % 0.0% 92.5% 92.3% 83.3% 100.0% 100.0% 100.0% 100.0% 100.0% Attainment 32 85 39 48 151 127 482 In HSE or Education All students 1 1 8 6 0 0 0 0 0 Access and Participation Plan 2020-2021 14 Plan 2020-2021 and Participation Access Fail, Fail, Year Suspend or Repeat success in Q2, which is a much larger and in Q2, which is a much larger success overall in group significant demographic and the the Q1 students of success The size. requires the Q2 students by challenges faced understanding. more POLAR4 divisions alone is as for DLHE data follows: Reviewing only final year data, we canwe data, year only final Reviewing Q2 in the Asian see a clear shortcoming be may attainment where experience, is limited but high achievement satisfactory, begun have Interventions non-existent. to as will continue this gap and address to in section 2 and 3. outlined below 1 2 2 3 8 0 0 0 0 8 21 13 28 62 64 196 award Fall-back Fall-back Education Not in HSE orNot 3 8 0 12 19 10 10 28 90 Completed

which displays some of which displays 3 Quintile 1 Quintile 1 Quintile 1 Quintile 1 Quintile 2 Quintile 2 Quintile 2 Quintile 2 Upper Upper Award Award Award Award Standard Standard Standard Standard All Alumni Q3 Q4 Q5 unavailable or otherwise Provided, Not POLAR Quintiles Q1 Q2 Sub Total Asian White Male student Outcome Outcome Male student 2018-19 Study: of Final Year Ibid. Removing Gender and Ethnicity from the equations, High Deprivation students in Q1&2 have lower lower in Q1&2 have students High Deprivation the equations, Gender and Ethnicity from Removing Q2 and Q5. for Q2 with a 13.5% gap between significantly though most prospects, be utilised. the for outcomes that shows information The better generally are of Q1 students small group this in Whilst population. than the remaining it highlights the much lower itself is a positive, Progression via the OfS Data is available data Limited part-time data Whilst on Progression. Dashboard will data the OfS our internal from is not available the key divisions in performance: divisions in performance: the key We have reviewed the target groups’ the target reviewed have We such of categorisations, (overlap intersectionality position). socioeconomic gender, as ethnicity, Board Exam on 2018-19 is based following The data Decision outcome Intersectionality 3 SECTION 1 1.6% 1.0% 0.3% 0.3% 0.4% population (Internal 2018-19 enrolment data). enrolment 2018-19 (Internal 9.8% 4.9% 6.6% (M: 2.1%) 45.7% 39.6% Polar Q2 and Q3Polar % of whole college % of Source: ONS (from Nomis on 13 September 2019). Nomis on 13 September ONS (from Source: 1883 Enrolments) Bradford College Data (2018: Data College Bradford who make up the vast majority up the vast who make Access and Participation Plan 2020-2021 15 Plan 2020-2021 and Participation Access 3.6% 9.6% 3.0% 3.0%

15.7% As a College responding to the needs of to responding As a College our students, whilst White students would would students White whilst our students, this is per se, group a target not represent This the College. for an important group and the negative experiences population and will of deprivation disabling effects measures strategic the benefit from therefore success access, to their barriers reduce to and progression. % of group % of 65.0% (M: 20.3%) 65.0% •• the need to address this through initiatives, initiatives, this through address the need to strategies, action plans and evaluation the implementation including through These Learning. Design for of Universal also support the measures populations of the student body. body. of the student 2018- for available data recent In the most of 10.2% shows data internal 19 enrolment, the POLAR Q1 from body were the student were of which a significant number group, the For backgrounds. white from students the summary ethnicities are PQ1 sub-group, below: as shown n/a 6.2% 67.4% 26.8% In the 7 6 6 31 19 Bradford Local Authority Local Bradford representation Aggregate Census) (2011 128 (40 male) (PQ1) students Count of Ethnicity of Count 197 (Whole college: 1937) college: (Whole 197 Polar Q1 Polar . The actual representation actual representation . The Time shows some fluctuation in numbers, but some fluctuation shows Time White students make up the large majority up the large make students White though, as expected, a relatively small a relatively though, as expected, as a whole. of the population proportion in the proportion can see a small growth we within the students class’ ‘working of white groups. participation lower of the most economically deprived group, group, deprived economically of the most Asian BME Other Non-Asian Declared Not Ethnicity Representation White Data withheld Data Total Grand Black Mixed Other White POLAR 4 Quintile 1 Asian •• •• of students from this group is only 1.5% this group from of students recognise of 2%. We result a sector to compared still has a significant role to play in engagingto play role a significant has still [see the local communities from students section 2]. of representation The to likely least people are young where (areas age 19) HE by access There has been an increase in the Black, Asian has been an increase There as a whole, population and Minority Ethnic in particular. and the Asian population the this reflects the local population, of context which are areas principal catchment College’s the Whilst Asian households. Predominantly the College is robust, number of Asian students Performance to compared College Bradford the wider sector: Conclusion of of Conclusion SECTION 1 Yes 71.1% 62.1% 61.5% 53.8% 59.3% 63.8% 45.5% 45.5% 46.2% 55.0% 36.4% 60.9% 50.0% 50.0% 50.0% 40.9% 60.0% 60.0% 60.0% 60.0% 60.0% % HSE/EDU No 59.1% 39.1% 37.9% (Internal BC intersectionality data analysis). data BC intersectionality (Internal 53.8% 38.5% 36.2% 28.9% 54.5% 54.5% 63.6% 46.2% 40.7% 45.0% 50.0% 50.0% 50.0% 40.0% 40.0% 40.0% 40.0% 40.0% % HSE/EDU 11 11 11 13 13 14 10 10 10 10 27 22 26 29 69 20 20 20 20 46 678 Total Access and Participation Plan 2020-2021 16 Plan 2020-2021 and Participation Access Amongst our mature students aged 41+, the aged 41+, students mature our Amongst very small is here difference proportionate we that ensure to keen are points. We 0.18 at students, mature from support admissions the APP supports their needs andthat in the design of our this is evidenced that and delivery. curriculum offer Intersectionality is difficult to together all these factors Taking some indications however, succinctly; display a sample data, available can be made from in the shown being intersections of the key table: next 7 7 5 5 5 5 6 6 6 9 4 11 12 12 12 18 16 16 28 44 482 Edu In HSE or The 7 7 7 5 5 8 8 8 6 6 6 9 4 4 11 11 13 18 10 25 196 or Edu Not in HSE in Not

Female Male Q3's aged 17-20 White Total Grand White Q1's aged 17-20 White Q1's aged 21-24 White Q2's White 17-20 Aged 21-24 Aged Asian students where LPN where Asian students available not category students Mixed-race Overall as classed students Overall 'Other' ethnicity Female 21-24 aged Asian Q3 Females Asian Q4's aged 21-24 Males Asian Q1's aged 21-24 Asian Q2's aged 21-24 Female Male Asian Q3's aged 17-20 DLHE 2017: Alumni in HSEDLHE 2017: Subgroups or Education Mature students Mature communities closest to the College. Even with Even the College. to closest communities the College ethnicities excluded, undeclared BME non-Asian 50% more recruit appears to is This in the local population. a than is reflected clear requires and one that population growing and progression. attainment for strategies Ethnic Students from Other ethnicities. Other ethnicities. from Ethnic Students the shows the region for data (2011) UK Census small, be relatively to BME population non-Asian is of this group recruitment College and Bradford data: higher than the census proportionately the reflects data College Bradford The There is a small but significant and growing growing significant and is a small but There Minority our Black, Asian and gap amongst SECTION 1 Access and Participation Plan 2020-2021 17 Plan 2020-2021 and Participation Access to develop programmes of activity across all of activity across programmes develop to and impact measures and improve lifecycles processes. tracking barriers in Higher Education of the target and tracking data Our own to in order development requires below group evidence- and deliver a gap analysis undertake recognise said, we That based interventions. of gaps in terms address need to the sector’s will work we Therefore, and participation. access stage of the student journey. This will mean an This journey. of the student stage the additional accessing leavers care in increase them. to support available who experience Other groups aspiratio- raising activities. Support through the activities. Support through raising aspiratio- financial support and through process, admission will also continue support services the student indicate Our targets group. target this for the number of students increase the need to person or estranged leaver declaring as a care earlier an quality support at can provide so we Care Leavers/Estranged Care small relatively are numbers of this cohort Whilst this ongoing support for to committed are we links with the local Maintaining strong group. will be a priority Team’ Care ‘Through authority’s to deliver efforts and maximising collaborative who experience mental ill-health issues are at are mental ill-health issues who experience studies, their completing significant risk of not to the College allowed has and this information needs of all meet the access to design services students. student faces increased complexity, they will they complexity, increased faces student be able to to strategies progressive require The journey. in their higher education succeed between the OfS on ‘Associations by work us important gives of Students’ Characteristics we example, For on specific groups. information students our Asian British Pakistani that know average and below the results of other peer the results and below average more with only values (noting that groups it Again, considered). are than 10 in the sample focus. specific for age group highlights the 17-24 intersectionality is addressing College The a where that aware challenges and is fully All the groups in the table above have have table above in the All the groups the College below well outcomes Progression SECTION 2 • • • • • Progression • • • Attainment Access and Participation Plan 2020-2021 18 Plan 2020-2021 and Participation Access Success Target Groups Target to approach a realistic takes College The performance based on current targeting college The forecast. and enrolment measures use careful require interventions that recognises its and has focused and planning of resources have can interventions where priorities on groups impact. and positive wide-reaching the largest, • • • Stages of Student Lifecycle Student of Stages Continuation

• • Access . Care leavers/ Estranged leavers/ Care Low-participation Disabled Black, Asian and Minority Ethnic (41+) Mature Target Group Target The above groups identify the College priorities. identify the College groups above The connectivity with our higher education strategic strategic education with our higher connectivity aims and objectives. on our assessment of performance, has strong of performance, on our assessment strategic with our higher education connectivity aims and objectives our targets how demonstrate In this section we including and participation, access student for based interventions rigorous more for areas key has strong of performance, on our assessment and objectives and our targets how demonstrate In this section we including and participation, access student for based interventions rigorous more for areas key Strategic aims Strategic SECTION 2 Evaluation / support Tools Evaluation monitoring systems monitoring academic and support staff support monitoring systems monitoring academic and support staff academic support systems monitoring academic and support staff academic support systems monitoring academic and support staff academic support data base data support Improved data mining for data Improved development Staff of evaluation voice Student Progression tracking and tracking Progression mining for data Improved development Staff of evaluation voice Student and tracking Progression mining for data Improved development Staff of evaluation voice Student and tracking Progression mining for data Improved development Staff of evaluation voice Student and tracking Progression Community / employer contacts / employer Community measures AIG outcome platform Package Progression and of advice evaluation Student Yorkshire Go Higher West •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• Access and Participation Plan 2020-2021 19 Plan 2020-2021 and Participation Access Interventions support tutors Personal tutor interventions tutor Personal process support tutors interventions tutor Personal process support tutors interventions tutor Personal process support tutors base FT programmes considering FT (S) work to but who have possible where PT route interventions tutor Personal process community focused outreach focused community programme Personal tutor and enhanced tutor Personal and policy Attendance and progression Intervention skills package Study team Experience Student and enhanced tutor Personal and policy Attendance and progression Intervention Intervention and progression and progression Intervention skills package Study team Experience Student and enhanced tutor Personal and policy Attendance and progression Intervention skills package Study team Experience Student AIG team advice for students for advice AIG team with offered All programmes skills package Study team Experience Student and enhanced tutor Personal and policy Attendance Access and Participation and Access data / employer Community •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• White counterparts White Improve continuation rates rates continuation Improve by PT Asian students for the gap between closing and theirPT Asian students Improve attainment levels levels attainment Improve the close to Q1-2 students for Q1-2 students gap between and Q4. to close the gap between close to Black, Asian and non-Asian Minority Ethnic students College and the overall %. attainment students and the overall and the overall students %. attainment College levels attainment Improve BME students Non-Asian for Improve attainment levels levels attainment Improve close to students Asian for Black,the gap between Asian and Minority Ethnic studies for Black, Asian and for studies Minority Ethnic students Target Group Target part-time to access Improve students are also embedded in the student also embedded in the are students S). the letter by indicated (as journey and support some of the general illustrates table below The improve use to will the College interventions and success access, across outcomes student studentsfor Specific interventions progression. and part-time leavers with disabilities, care Interventions, evaluation evaluation Interventions, SECTION 2 Evaluation / support Tools / support Evaluation design dataset (LEO) skills development employability monitoring systems monitoring staff academic and support support design dataset (LEO) skills development employability design dataset (LEO) skills development employability Periodic review and curriculum and review Periodic Outcomes Education Longitudinal of evaluation voice Student Progression tracking and tracking Progression mining for data Improved development Staff of evaluation voice Student and curriculum review Periodic Outcomes Education Longitudinal of evaluation voice Student curriculum and review Periodic Outcomes Education Longitudinal of evaluation voice Student •• •• •• •• •• •• •• •• •• •• •• •• •• Access and Participation Plan 2020-2021 20 Plan 2020-2021 and Participation Access Interventions on accessing placements (S) placements on accessing on using guidance team (S) services Work to Access placements and working life and working placements experience employability life and working placements experience employability Personal tutor interventions tutor Personal process support tutors life and working placements experience employability Learning Support team work Support team Learning SupportAIG and Learning Employability skills, Employability designed for Programmes Plus HE College Bradford skills, Employability designed for Programmes Plus HE College Bradford Personal tutor and enhanced tutor Personal and policy Attendance and progression Intervention skills, Employability designed for Programmes Plus HE College Bradford Study skills package skills Study team Experience Student •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• •• and the overall College and the overall progression gap between LPN students gap between College and the overall progression for progression Improve with a declaredstudents the gap close disability to disabled students between Asian and Minority Ethnic and the overall students progression College progression Improve from students for Participation Low the close Neighbourhoods to Improve progression for progression Improve Black, Asian and Minority and closeEthnic students Black, the gap between Improve continuation rates rates continuation Improve Q4 of that to Q1 students for students Target Group Target SECTION 2

Level of financial support each year each support financial of Level £300 than £25000 less household income £600 than £20000 less household income £1000 than £18000 less household income Accommodation Grant: Accommodation - £5500 (approximate) per annum costs Accommodation accommodation (including extended of course or on completion prior to circumstances). based on individual year each available Bursaries are of the previous based on a review eligibility and leaver care year’s with the aim of of grants uptake have students ensuring all entitled the grant. to access Grant: Leavers Care 2 payments split into £500 per year and re- – £250 on enrolment £250 in by followed enrolment, of each year. February Bursary: Undergraduate £1000 per annumUp to household income) on (depending Access and Participation Plan 2020-2021 21 Plan 2020-2021 and Participation Access We are passionate about making sure that sure about making passionate are We or identity of a the background, whatever their barriers to do not present we student Furthermore, and progression. success access, College within our identified gaps are where these will tackle and remove we population barriers. this year has reduced in Access Our investment of investment year’s the previous 6.4% from to our that is in recognition reduction This 10.6%. predominantly now are and investments targets and continuation attainment, on student focused activity. progression Eligibility payment of student fees. of student payment required. not available Bursary and grant income with low in conjunction bursary. household’s from who are Students thanhouseholds earning less £25000. study. Undergraduate come first on a first Offered those who apply basis to served until funds cease. it for the first after awarded Grant experienced care or is estranged. care experienced study. Undergraduate leavers all eligible care to Grants of study of their year regardless bursary Accommodation those only to available not i.e. care actually leaving carers foster where those to providing to committed have throughout accommodation Authority Local their studies. will bestatus of notification Aged 18-24, disclosed as having disclosed 18-24, Aged

Undergraduate Bursary Undergraduate households) income (low Target Group Target Estranged Leavers/ Care Students Financial support will be offered to the following target groups from 2020: from groups target following to the support will be offered Financial education studies has the opportunity to access access has the opportunity to studies education Centre. University the College at Bradford College (e.g. care leavers) has leavers) care (e.g. College Bradford at additional requires and this date to been vague collection and measuring data to improve efforts impact. the for relevant remain objectives following The everyone that ensure to work as we College higher undertake to with the ability and desire We are committed to widening participation widening to committed are We meet to groups target the various further across we the communities the needs of our students, measures. performance the OfS key and to serve of our assessment that acknowledge We groups some specific target for performance SECTION 2

Access and Participation Plan 2020-2021 22 Plan 2020-2021 and Participation Access Bradford, Bradford College student services) services) student College Bradford Bradford, 2019 December by information Carers Foster of well-attended sessions event Leavers Care attended Support Student and College Authority and collection will be running data team the impact measure to process analysis and leavers with care of interventions students estranged developed communications admissions 2020 September by stakeholders (local authority, University of University (local authority, stakeholders March 2020 we will have delivered a number delivered will have we 2020 March a well- delivered will have we July 2020 the Local team, the Engagement 2020 May and marketing of targeted A suite Establish working group with relevant with relevant group working Establish •• •• •• •• Evaluation: will be undertaken of the above Evaluation system, in-house tracking using an improved school platform, Package online Progression on attainment sharing data partnerships for all monitoring; and projection and progression, systems with other College compatible and processes. Target group: Target people Leavers/Estranged Care in partnership with will working College The Since Team’. Care ‘Through Authority the Local a planned in place had have we 2020, May communications admissions series of targeted and information relevant and additional offer to throughout group, this vulnerable support to 2020 September By process. the application designed will have the Engagement Team of aspiration a programme and implemented activities and outreach raising and attainment events. tailored and experienced care will be aimed at events The increase to people in Bradford young estranged progress to of and aspiration their knowledge to our commitment will continue HE. We to partner alongside Covenant Leaver the Care Yorkshire. with Go Higher West institutions Timescales: ••

been delivered by February 2021 February by been delivered ready to pilot by January 2020 pilot by to ready by be in place to setting contacts 2020 September 2020 December by place taken have Database of at least 30 credible community 30 credible least of at Database leaders to Initial meetings with 10 community have activities to outreach 5 school focussed Outreach programme to be designed and to programme Outreach partnerships for sharing data on attainment sharing data partnerships for all monitoring; and projection and progression, systems with other College compatible and processes. Evaluation: Evaluation: will be undertaken of the above Evaluation system, in-house tracking using an improved school platform, Package online Progression •• •• •• information advice and guidance that promotes promotes that and guidance advice information part-time routes. Timescales: •• These activities will increase awareness of awareness activities will increase These the for higher education to and aspiration Asian and non-Asian ethnicity, mixed White, Black, Asian and Minority Ethnic population of and the potential of HE awareness raising group within the target lives improve HE to with will be targeted Adults support networks. White and non-Asian Black, Asian and Minority and non-Asian White British) Ethnic (those not identifying as white and Participation the Access 2020 September By a designed and implemented will have team of and school programme centre community activities. outreach we continue to embed and further develop our further develop embed and to continue we as as well schools and colleges with our work reaching to approaches ways new developing the adult population. group: Target The target objectives below will be implemented below objectives target The programmes outreach the existing enhance to and adults from people young which target such participation, and low of deprivation areas will ensure males. This working-class as white Aims & Objectives & Objectives Aims SECTION 2

Access and Participation Plan 2020-2021 23 Plan 2020-2021 and Participation Access have taken place by December 2020 December by place taken have ready to pilot by January 2020 pilot by to ready by be in place to setting contacts 2020 September Outreach programme to be designed and to programme Outreach community 15 credible least of at Database leaders to Initial meetings with 10 community Evaluation: Evaluation: will be undertaken of the above Evaluation system, in-house tracking using an improved school platform, Package online Progression on attainment sharing data partnerships for all monitoring; and projection and progression, systems with other College compatible and processes. Target group: Target group target and Minority Ethnic Black, Asian and Participation the Access 2020 September By a implemented designed and have will team of outreach programme centre community activities will of programme activities. This and students white the gap between reduce on Ethnic students Black, Asian and Minority 2% each year. by part-time programmes of awareness activities will increase These Higher Education part-time to and aspiration on our part- focus with particular programmes and range of programmes in a time HE offer Ophthalmic Dispensing,Education, specifically Art and Engineering. Timescales: •• •• ••

programme to a further 8 low performing a further 8 low to programme 2020 September by schools in Bradford 11 pupils throughout 2019 within 2 low within 2019 11 pupils throughout schools in Bradford performing June 2019 English and Maths skills, aspiration and skills, aspiration English and Maths skills by and employability raising attainment 2019 September Pilot programme to be delivered to Year Year to be delivered to Pilot programme by completed evaluation Pilot programme the deliver to plan in place Approved Pilot programme designed to focus on focus designed to Pilot programme online Progression Package platform, school platform, Package online Progression on attainment sharing data partnerships for monitoring; and projection and progression, and systems with other College all compatible processes. Evaluation: Evaluation: will be undertaken of the above Evaluation system, in-house tracking using an improved •• •• •• Timescales: •• raising attainment, and employability activities and employability attainment, raising be delivered to students pre-16 aimed at and 2020. 2019 throughout Higher to access will support and increase This and GCSE level, at attainment Education, in line with pathway programme to progression aspirations. career student Pre-16 Black, Asian and Minority Ethnic and Minority Black, Asian Pre-16 & Secondary) (Primary advisors specialist and Engagement Team The Department Education Teacher the College from and implement a schools’ outreach will devise and English aimed at of Maths programme Target group: Target SECTION 2 . 6

Access and Participation Plan 2020-2021 24 Plan 2020-2021 and Participation Access to improvement within an evidence-based within an evidence-based improvement to of review. programme training provide Heads of Department to people ensure to all lecturers support to use the and ability to to full access have systems. data embedded at the UoB.embedded at students in each department for available with an aspect of be struggling who may offer will be able to They their programme. and additional personal tutorials the student intervention help design a solution-focused their through which will support the student the will withdraw They challenging time. has student support when the enhanced strategies. their own developed the use of and impact of the new evaluate will and outcomes data 1. The in year policy and the reporting for information provide 2020 of the EPT in September evaluation is and continuation individual achievement programme quarterly inform to available reviews. area and student to drill down needed to will enable these systems level, programme in-year and evaluate monitor to the College and modify our approaches performance progression points in their study if they are if they in their study points progression to the next one level from finding transition tutors Progression negotiate. challenging to in understandingwill support the students personal and developing the challenges whilst support their progress. to academic strategies advice access help students will tutors The optional module support on further studies, and placements work for prepare choices, the next access skills to and resilience develop learning opportunity. to Tutors Progression and the Intervention and data The and interventions. barriers track APP to the background provide will outcomes the Intervention of on the efficacy reporting tutors. and progression practice. best share (UoB) and we of Bolton Tutor of the Personal a full review Following an has implemented the College Policy, already (EPT) Policy Tutor Personal Enhanced The Head of MIS will work with curriculum Head of MIS will work The The EPTs are additionally trained staff additionally trained are EPTs The andtrack will be used to monitoring Student and data group target on cohort, data Live information level group the target Providing Progression tutors will support students at the at support students will tutors Progression will be used by system record student The with the University is partnered College The •• •• •• systems and monitoring tracking Progression •• •• •• •• (EPT) policy Tutor Personal Enhanced •• . 4 . 5 ‘Universal Design for Learning’ Design for ‘Universal Evaluation of data has demonstrated that by that has demonstrated of data Evaluation the that envisaged it is quickly, intervening learning can be managed barriers to students’ overwhelmingly become they before disabling who are missing lessons to quickly ascertain to lessons missing who are is able to the College that issues are if there academic support, financialhelp with e.g. support or counselling. and hardship advice, Intervention tutors will follow-up on students will follow-up tutors Intervention Burgstahler.S.E.(2015) Universal Design from Principles to Practice. Harvard Press Harvard Practice. Principles to Design from Universal Burgstahler.S.E.(2015) Robins.S. PASS: Personal and Academic Support System – proactive support for – proactive Support System and Academic Personal PASS: Robins.S. Robins. S.(2012) PASS Intervention: mentoring poorly performing first-year first-year poorly performing mentoring Intervention: PASS S.(2012) Robins. 4 5 success. to failure from around and turning their academic performance students University. Brookes Oxford 6 University. Brookes Oxford students, Intervention and progression support tutors and progression Intervention •• groups. outline the measures strategic following The supporting improved to approach College our amongst and attainment continuation body. student economic and low participation (POLAR 4 Q1-2) participation and low economic neighbourhoods, Black, Asian and Minority and those leavers care Ethnic, those who are with disabilities, the majority of the interventions will learning to access improve designed to This is because the majoritystudents. benefit all target one or more from are of our students and champions from each curriculum area have have each curriculum area and champions from with curriculum work to group a project formed the College design and deliver leaders to Learning. Design for Universal for strategy our and evaluate analyse will track, we Whilst and the continuation improve to interventions socio- low from of our students attainment styles that can be modified for individual studentfor individual can be modified that styles experiences student improved needs, will provide a positive access have all students ensure that experience. Higher Education the from and support agreement Following Principal the Assistant team, Executive College’s & Assessment, Learning - HE, Head of Teaching, of principles for curriculum development and development curriculum of principles for and with fair all students provides that delivery learning. to equal access to approach a person-centred UDL provides This one-size-fits-all. than rather teaching, learning of dynamic and development approach Attainment Plan Attainment plan is founded and attainment Our continuation on a set (UDL) is a Learning Design for Universal Continuation and Continuation SECTION 2

. 8 Access and Participation Plan 2020-2021 25 Plan 2020-2021 and Participation Access evaluate HE uptake of Bradford College Plus College of Bradford HE uptake evaluate Review Performance through HE, monitored basis. on a quarterly increased cross-college curriculum design, cross-college increased than rather pathways on career centred subject areas. Principal FE support the Heads of Department in their annual curriculum on career focuses design and planning that employability, through all students for routes and enterprise entrepreneurship maximise their life to students education by their studies completing after chances experience, helping them gain the valuable prospective and skills that knowledge education and other higher employers look for. providers education, postgraduate continuing for It gives and citizenship. life employment, activities the extra-curricular to recognition in. involved are students that and monitor to increase, has defined targets progression are, largely, those programmes programmes those largely, are, progression or exemptions. oversight without professional ensures periodic review A whole programme a placement to access have all HE students opportunity and experience / work-based skills employability have all programmes that embedded. students help to staff Career Services Student or further learning to steps plan their next employment. professional the evidence develop in helping to role key or likely facing, identify students base to access put in place barriers and to face, to interventions. A college-wide restructure has enabled restructure A college-wide Principal HE and Assistant Assistant The Plus HE enables all higher College Bradford students prepare scheme is designed to The Experience Student Principal Assistant The The programmes that have the poorest the poorest have that programmes The with work to will be supported tutors Personal a will have tutors and intervention Personal •• •• Plus HE College Bradford •• •• •• Employability skills, placements and working and working placements skills, Employability experience life •• tutor Progression •• •• routes Curriculum design – career-focused employment to

. 7 used to analyse the suitability of the analyse used to to and and support offer services student and improvement opportunities for address innovation will be more able to target improvements in improvements target able to will be more our students. to our services 2 and 1 and Semester the end of Semester Quality and Standards Governors to reported Committee. evaluative information on the challenges information evaluative and financial (such facing are students that and ill- caring responsibilities pressures, achievement. for as potential health) as well of the barriers our knowledge developing By we their education in accessing face students quarterly programme area reviews. reviews. area programme quarterly all departments. for timetabled now structure monitoring embedded in the quality Quality and Principal for the Vice led by Experience. Student and monitoring systems will be information to will be information systems and monitoring data group target on cohort, data live provide and continuation and individual achievement profiles. Attendance monitoring will be evaluated at will be evaluated monitoring Attendance will be of the evaluation outcomes The Attendance reviews provide valuable valuable provide reviews Attendance To support data use, quarterly reviews are reviews quarterly use, support data To is process of this Annual evaluation Beneath the progression information, tracking tracking information, the progression Beneath inform to will be available information This Rae.D. (2007) Connecting enterprise and graduate employability. Journal of Education employability. and graduate enterprise Connecting (2007) Rae.D. Bijsmans.P. (2019) The impact of attendance on first-year study success in problem-based study success on first-year impact of attendance The (2019) Bijsmans.P. The following measures outline the College’s outline the College’s measures following The further to progression improving to approach the for or high skilled employment study body. student Progression Progression Measures •• •• •• responsibilities in increasing access to learning to access in increasing responsibilities Design a Universal developing students, for of and understanding their practice, to approach Plan. Participation and the Access monitoring Attendance Staff development development Staff and knowledge with will be provided All staff staff opportunities through skill development and of their roles awareness raise to days training •• •• •• •• Improved data mining for academic and academic mining for data Improved support staff and Training. p541 Vol 1.1. Vol p541 and Training. 7 5, pp 865–881. 76, Vol Research. Journal of Higher Education International learning. The 8 SECTION 3

•• Collaborating with other partner organisation to share best practice and implements Strategic learning from the pilot collaborative evaluation project with GHWY for the Care Measures Leaver Covenant.

This section documents our strategy and key interventions for achieving our stated aims and Effective Data Collection processes and objectives and provides details of our approach Evaluation Culture: A more controlled approach to student consultation, engagement, and to data collection and sustained evaluative evaluation. techniques will be established by the APP&MG: •• Ensuring capability of systems and processes to capture relevant data of vulnerable groups Strategic Approach at suitable points in the student journey and lifecycle To support our Access & Participation Plan, •• Supporting the improvement of admissions we have drawn on the College’s vision and HE systems to capture, evidence and collate strategic goals and priorities. entry grades/qualifications and target We have one very simple aim at Bradford group information College: to transform the lives of our students. •• Continuing to ensure data sharing We are passionate about our students, the agreements are in place with relevant partner experience they have, the support we can organisations (GHWY, local authority etc.) and provide, the opportunities we can generate and maintain GDPR practices and principles the value we can add to their time at the college. •• Developing an evaluation strategy that meets the needs of the lifecycle and departments Strategic priorities concerned, meets the requirements of the We do this by delivering our five key strategic OfS and allows for longer term objective priorities: setting and impact measuring 1. Deliver a curriculum that meets the needs of students, employers and our community. 2. Deliver an outstanding student experience. Alignment with 3. Be an employer of choice. other Strategies 4. Maintain a sustainable College. Our Access and Participation Plan aligns with 5. Grow the College’s reputation and influence. The College’s Strategic Plan, HE Strategy and a range of other strategies, policies and governance principles designed to drive The goals of the College’s Higher Education improvement and deliver positive student provision is to provide quality teaching and experiences. learning which meets the needs of our students, The APP aligns with Bradford College’s: the community we serve, the wider region and national demand for a well-educated, highly- 1. Retention Strategy - which dovetails with skilled and creative workforce the Higher Education Strategy and Recruitment Strategy. 2. Quality Improvement Plan (QUiP) to ensure effective monitoring and assurance through Delivering the Plan the Governance Structure. The Access & Participation Planning and 3. HE Attendance Policy – developed to support Monitoring Group (APP&MG) will deliver the students at risk of non-attendance and the plan by: subsequent impact on attainment and progression. •• Ensuring all Heads of Department are fully 4. Bradford School Improvement Strategy - in aware of the significance of the APP to their support of the local authority’s priorities function and their responsibility to the APP to ‘accelerate education, attainment and •• Ensuring a robust system and method of achievement’ and ‘ensure children and measuring required outcomes. young people are ready for life and work’ •• Assigning ‘APP Champions’ from each we will provide an outreach offer that will relevant department (support services and enhance individual schools’ needs in terms curriculum) to lead on the specific planning, of the delivery of aspiration and attainment delivery and monitoring of activity for their raising activity, IAG/Gatsby Benchmarks area across student lifecycles. requirements and employability skills.

Access and Participation Plan 2020-2021 26 SECTION 3

Collaboration and Alignment Student Consultation with other Work and Funding The APP&MG will facilitate student representation to inform the planning, Sources monitoring, delivery and evaluation of access Collaborative efforts through the Go Higher West and participation activity. Students will be invited Yorkshire (GHWY) partnership as well as with our from a range of backgrounds to provide an neighbour HEI, , will ensure inclusive approach, including sourcing students our outreach activity avoids duplication of efforts who are studying FE, HE and postgraduate across our priority target groups. study. We work strategically via GHWY by pooling Our Quality Improvement Plan 2019/2021 resources in support of common goals. Our addresses student engagement and co- strength is in delivering information and support production work from module level through to under-represented groups where they are to programme level evaluations, programme and when they want it. We do this through an design and review, student representation on integrated programme of research, evaluation, governance committees and through regular long-term engagement with providers and curriculum area student experience focus groups. schools, individual activities and community The APP will be discussed and evaluated though engagement. We deliver education programmes these co-production opportunities and the in over 40 community centres through which evaluation will be incorporated into our access we can also deliver HE AIG to adults and young and participation work. people. The College has, for many years, operated a As a GHWY NCOP partner, we play an active traditional model of gathering and considering role in NCOP governance and employ an NCOP student feedback. This has been through the Outreach Officer to ensure complementarity collection and collation of questionnaires at with outreach work in our institution. Our NCOP module and programme level and a formal is supporting sustainability by delivering CPD to process of programme committees. We have key influencers as a ‘Train the Trainer’ model. judged the effectiveness of these systems to be adequate. However, we recognise an update of We are a signatory to the National Care Leaver our feedback systems is required as we strive to Covenant and are working towards developing a establish a genuine partnership with our students Stand-Alone pledge, with collaborative versions in shaping the College’s environment and ethos. of each drawn together by GHWY to showcase Over the next two years we will transition from our local offer and commitment. our current traditional model to a dynamic A close working and validating relationship with system of continuous feedback, working the , partnership working in within a partnership model to tackle areas for sharing best practice and benefits students and improvement characterised by opportunities for those in target groups as both institutions work the co-production of change. to improve access and participation in higher The College’s student ambassador scheme education. will continue to offer the opportunity for WP As a member of the National Network for the students to take part in the scheme providing Education of Care Leavers (NNECL) and an work experience and personal development. active member on their regional working group This targeted approach to the recruitment of Northclass, Bradford College will continue to student ambassadors will allow for outreach work with other HEIs and professionals who to be informed by the experiences of support care leavers within this network. This underrepresented students. will enable us to share best practice and develop collaborative activities that are proven to support looked after children, care leavers and estranged students.

Financial Support A more effective system to measure the impact that the £150,000 of financial support has on each target group is now in place. This will enable us to ensure there is a positive impact on access, success and progression as a result of any bursaries or grants awarded.

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We have sought views from students and Financial Monitoring alumni from target groups, on the content of the College 2020/21 Access and Participation Plan. Evaluation and monitoring of financial support Students and alumni welcomed the plan and was previously administered by Registrar offered the following feedback: Services. Following a College restructure this department no longer exists and a •• Applauded their involvement in the more transparent, cross-college approach planning process to evaluation of financial support will be •• Welcomed the scope of the supportive implemented going forward. This will include interventions an agreed cross-departmental process for •• Welcomes the types of support available to assessing eligibility, monitoring of funds and students outlined clearly in one place evaluating impact. The teams responsible for the process will include Admissions, the Engagement •• Suggested there is a need to focus on access Team (APP Officers) and a highly experienced for mature students and the support they Student Finance Team. Applications for student need on the programmes financial support, alongside the results of annual •• Suggested that the venues we ought to be impact measuring will all feature as key points targeting to engage adult learners from a of discussion within the monthly Access & wider pool Participation Planning and Monitoring Group •• Offered advice on the timing of the delivery meetings which are already established. of modules and how this could be developed to be more attractive to adult learners with jobs Quality Monitoring, •• Suggested that the information about study methods, expectations, demands on time, Evaluation and Support and financial considerations which could be The College’s Quality Improvement Plan is clearer before starting a programme now being held within a new online quality The APPMG now includes student management system. This will enable all action representatives. Any iteration of the plan will not holders to update the plan, collating evidence only be evaluated by students through a variety and impact assessments within a live system. of forums; students will be at the forefront of This allows us to replace the hitherto quality the design and implementation strategy. This department managed plan with a system that approach is aligned to and reflects UDL. allows a wider contribution and extended ownership. We will use learning from the GHWY NCOP by engaging in wider dissemination activities. As a multi-layer consortium spanning universities Evaluation and HE providers with FE provision, there is the potential to bring together relevant data sources Strategy to evidence impact, as well as test interventions in a variety of HE settings. Evaluation expertise within the consortium can be utilised by all Data Collection partners, which hosts good practice events to share and disseminate learning. To ensure an effective approach to evaluation, data collection and access to data will be vital. We will continue to collaborate with the GHWY Alongside developments to our own systems NCOP research and evaluation team to assess and processes, we will work with schools and the effectiveness of collaborative activities and/ the local authority to ensure we capture relevant or activities delivered by Bradford College as and necessary information in line with GDPR part of a progressive programme of outreach regulations. Data-sharing agreements will be put activity. in place, with other organisations that are able to commit to supporting our evaluation processes by sharing data with us. Systems used to measure the impact of access related activities will include a CRM system to track progress with school engagement, an online progression programme (developed by Virtual College) which will record, track and evaluate activity and progress of student engagement. These are currently under development and will be completed by September 2021 (as above).

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Learning to shape improvements Improvements will be made as a result of ongoing evaluation and assessment of performance. Through the developments we make to systems, processes, staff training, resources and a cross-college approach, we will be in a position to continuously assess performance and make ongoing decisions to adapt our delivery to meet the needs of our students:

We will develop and maintain the following Monitoring Progress against processes to support the APP: Delivery of the Plan 1. An APP delivery action plan translating Overarching responsibility for delivery will our objectives and interventions into sit with the Vice Principal for Curriculum, specific actions with associated timelines, Development and Growth, Assistant Principal accountabilities and expected outcomes. for Higher Education and the Head of Student 2. Regular reports highlighting progress Recruitment, supported by key staff within against APP action plan, which will also allow Student Services, Management Information related committees and groups to see where Services and Quality. We will ensure regular insufficient progress is being made and to monitoring of our APP and related interventions consider mitigating actions required. through our governance structure. The monitoring will include: 3. An issues and risk record linked to the action plan, which will identify current and emerging 1. Regular review of overall APP KPIs by the issues and risks, and trigger appropriate plan APPMG reporting to College Executive and to mitigation impact where possible and to an annual review of impact by our Equality record the escalation of a risk where required. and Inclusion Committee, Student Experience Committee. 2. The monitoring of our APP, key performance measures and detailed delivery plan by the Academic Board and the Academic Quality Committee focussed on the monitoring of key education and student metrics. 3. Ensuring that our students are fully involved in the monitoring and delivery of our APP, as outlined above.

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Provision of information to students

We are very aware that providing accurate, informative and timely information is vital for our students, their families and supporters and the communities we serve. We will ensure that applicants and students have the right information, advice and guidance, at the right time to help them make decisions.

We will deliver: 1. Targeted marketing campaigns to support all access and participation to higher education. Marketing will identify appropriate online channels and produce digital materials relevant to specific target groups. 2. System upgrades to the admissions data collection and communication processes, to ensure timely and relevant information is shared. For example, information around financial support for specific target groups or details of targeted applicant visit days. 3. Course fees and additional course costs presented in a clear and accessible form across marketing materials and applicant communications. This information will be available on our website, UCAS and printed resources, such as the prospectus. 4. Information about any financial support for underrepresented groups on our website and in any pre and post-application communications. 5. Accurate public information, regularly reviewing our compliance to CMA guidelines and auditing information published. This work will continue to be undertaken by the College’s Quality department, working in partnership with the Marketing, PR and Communications department.

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