Access Agreement 2016/17

Background and context

In a national system that values diversity, Bath Spa University is a distinctive, popular and successful institution that provides a student experience of the highest quality through innovative teaching and research. Our vision is to be a leading educational institution in creativity, culture and enterprise with graduates who are socially engaged global citizens.

This Access Agreement will build upon a history of successful development of widening participation at the University which extends throughout the student life-cycle from outreach programmes with primary schools to graduation, postgraduate study and employment. It sets out how we will:  safeguard and sustain fair access to our institution  work to enhance the educational experience of all our students  improve student retention, success and progression  continue to develop and support our strategic partnerships with institutions that deliver Bath Spa University foundation degrees and academy, trust and teaching schools  sustain our core outreach programme and broader collaborative outreach activity to raise educational aspiration and attainment and support progression in groups that remain under- represented in higher education.1

Section 1. Fees, student numbers, fee income and fee rises

The tuition fees set out in this Access Agreement cover:  all Home or European Union (EU) students who register for a first full-time undergraduate course, including Bath Spa University courses at further education colleges or with a private provider under franchise agreements, or a National College for Teaching and Leadership2 (NCTL)-funded full or part-time Postgraduate Certificate in Education (PGCE) ITT course in the academic year 2016/17  all Home or EU students who register for a part-time undergraduate course, including Bath Spa University courses at further education colleges or a private provider under franchise agreements, or a NCTL-funded part-time PGCE ITT course in the academic year 2016/17.

1.1 Undergraduate first degree courses We intend to set annual tuition fees for full-time undergraduate first degree courses at a rate equal to the variable fee ceiling set annually by the Government. In 2016/17 the tuition fee for a new full- time Home or EU entrant, who is not on a sandwich or placement year, will be £9,000 per year. For students who will undertake a sandwich placement as part of their course the tuition fee will be

1 Higher education outreach: targeting disadvantaged learners. Hefce, May 2007/12 2 Formerly the Teaching Agency until 1 April 2013

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£1,800 for that year. For students undertaking an Erasmus or overseas study year as part of their course the tuition fee will be £1,350 for that year. To maintain their value in real terms, from 2016/17 we will apply annual increases to these fees in line with the amount set by the Government each year.

1.2 Franchised courses In 2016/17 tuition fees for franchised full-time undergraduate foundation and first degree courses delivered through our partnerships with further education colleges and a private provider will range from £7,500 to £9,000 per year for all Home and EU entrants. To maintain their value in real terms, from 2016/17 we will apply annual increases to these fees in line with the amount set by the Government each year.

1.3 National College for Teaching and Leadership-funded full-time PGCE ITT courses We intend to set annual tuition fees for full-time NCTL-funded PGCE ITT courses at a rate equal to the variable fee ceiling set annually by the Government. For new Home and EU entrants to NCTL-funded full-time PGCE courses in 2016/17 the tuition fee will be £9,000 per year. To maintain their value in real terms, from 2016/17 we will apply annual increases to these fees in line with the amount set by the Government each year.

1.4 Part-time fees It is our intention that part-time designated fees will be set at a level proportionate to the full time fee for the course, for example, a student studying 50% of a full-time course attracting a tuition fee of £9,000 will be charged £4,500. Under our undergraduate modular scheme full-time students study modules totalling 120 credits, while part-time students normally study modules totalling 40 to 80 credits each year. In 2016/17, where the full-time equivalent fee is £9,000, this will cost part- time Home and EU students between £3,000 and £6,000, depending on the number of credits their modules attract.3 To maintain their value in real terms, from 2016/17 we will apply annual increases to these fees in line with the amount set by the Government each year.

1.5 Fee levels and estimated number of students Fee levels for full-time undergraduate first degree, postgraduate ITT, sandwich courses, Erasmus and overseas study years and foundation degree courses and an estimate of the number of entrants on each for the academic years 2015/16 to 2019/20 are listed in Table 1, and part-time courses in Table 2 of the 2016/17 Resource Plan submitted with this document.

3 http://www.bathspa.ac.uk/study-with-us/undergraduate/fees-and-finance (Accessed April 2015)

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Section 2. Expenditure on additional access, success and progression measures

The following estimated expenditure was based on the assessment of the University’s access, student success and progression record described in Section 2.2.

2.1 Estimated expenditure on additional access, success and progression measures In 2016/17, the University will invest over £3.2m from additional fee income in access, success and progression measures. This will include the Bath Spa University Bursary Scheme and additional support for students experiencing financial hardship through the Bath Spa University Access Fund (BSU AF) and Trainee Teacher Fund (TTF) (Table 2.0).

Table 2.0 Estimated expenditure on access, success and progression measures 2016/17*

BSU Bursaries BSU Access/TTF Student Student Year Outreach (including follow- Fund success progression Total on awards) 2016/17 £710,000 £1,280,600 £160,000 £687,000 £444,000 £3,281,600 *Estimated expenditure is based on projected student numbers for 2016/17 and may be subject to adjustment on confirmation of actual additional fee income.

We estimate that our total spend on access, success and progression measures as a proportion of tuition fee income over £6,000 for full-time and £4,500 for part-time Home and EU students will be 18% in 2016/17.

2.2 Assessment of access, success and progression record The assessment of the University’s expenditure on additional access and success measures was based on the analysis of absolute and relative performance in key HESA widening participation performance indicators for undergraduate students and Teaching Agency (TA)4 performance profiles for groups currently under-represented in the teaching profession.

The HESA benchmarks rather than comparisons with the overall sector average were used to compare our performance indicators with the sector average, because benchmarks take account of the University’s subject and entry qualification profile.5 Performance indicators in access and success for postgraduate ITT were compared with those of the TA sector average, where possible. Assessment of expenditure on additional student progression measures was based on an analysis of HESA Destinations of Leavers from Higher Education Survey (DLHE) data and TA destination profiles.

2.2.1 Access The 2013/14 HESA performance indicators relating to the recruitment of undergraduate students from state schools or colleges, specified socio-economic classes and POLAR3 low participation neighbourhoods were used to assess the University’s access performance. For all HESA widening participation indicators, the relative access performance of the University was similar to that of the sector average, allowing for subject and entry qualifications. For young full-time degree and undergraduate entrants, performance was better than benchmark for entrants from NS-SEC 4-7 backgrounds (Table 2.1, Appendix 1).

A three-year average (2009/10 to 2011/12) of TA performance profiles relating to the recruitment of men into Primary and Early Years PGCE ITT and trainees from a BME background or with a disclosed

4 The National College for Teaching and Leadership since 1 April 2013 5 HESA (2015). https://www.hesa.ac.uk/pis/benchmarks (Accessed April 2014)

Page | 3 disability into PGCE ITT (all phases) was used to assess the University’s access performance. Over this period, our relative performance in widening access for men into Primary and Early Years ITT and trainees with a disclosed disability was better than the TA sector average, but for BME entrants into all phases of ITT it was worse than the sector average (Table 2.2, Appendix 1).

2.2.2 Success The HESA performance indicators relating to non-continuation following year of entry and projected learning outcomes for 2012/13 were used to assess the University’s undergraduate student retention performance. The relative retention of mature full-time first degree entrants was better than the sector average, allowing for subject and entry qualifications. For all other HESA student retention indicators, the relative retention performance of the University was similar to that of the sector average (Table 2.3, Appendix 1).

Matched early leaver data showed that proportions of male students, mature students, those that self-identified their ethnicity to be non-white, students from POLAR2 quintiles 1 and 2 (LPNs) and students who entered with non-A-level qualifications in the 2010/11 early leaver cohort from Bath Spa University were lower than in early leaver cohorts from the Post ’92 and Million+ peer institutions that took part in the UCAS Back on Course project. The percentage of early leavers from Bath Spa University who disclosed a disability was 0.7 and 1.6 percentage points higher than Post ’92 and Million+ peer institutions respectively.6

A three-year average (2009/10 to 2011/12) TA performance profiles relating to men into Primary and Early Years PGCE ITT and trainees from a BME background or with a disclosed disability into PGCE ITT (all phases) measured by trainees gaining QTS was used as the baseline to assess the University’s retention performance. Our relative performance in retention for men into Primary and Early Years ITT and students with a disclosed disability (all phases) was better than the TA sector average for this period, for all students (all phases) was similar to the TA sector average, while for trainees from a BME background (all phases) it was worse than the sector average (Table 2.4, Appendix 1).

2.2.3 Progression The HESA performance indicators relating to employment indicators for leavers obtaining first degrees and other graduate qualifications were similar to sector average and exceeded all benchmarks (Table 2.5, Appendix 1). The HESA DLHE 2013 data relating to graduate-level employment that were surveyed in January 2014 as defined by graduate level employment and Graduate Prospects 2015 data were used to assess the University’s student success performance (Table 2.5, Appendix 1). The University’s performance in these indicators was slightly below the average of what we consider to be our peer group institutions.7 While graduate level employment in itself is not a direct measure of success related to students from under-represented backgrounds, the DLHE data are an indicator of where the University can make a significant improvement in performance and outcomes for students, including those from under-represented groups.

A three year average (2009/10 to 2011/12) of the TA destination profiles of leavers from ITT with QTS was used to assess the University’s performance for postgraduate ITT progression in the groups currently under-represented in the teaching profession. Our record for employment in a teaching post was the same as the TA sector average for those with QTS for male trainees into Primary and Early Years trainees and worse than the sector average for BME groups (all phases) and those with a disclosed disability (all phases) (Table 2.6, Appendix 1).

6 UCAS Back on Course Client Profile Report. July 2010 – July 2011 7 In addition to monitoring our progress in widening participation through HESA performance indicators, we also monitor our progress in relation to what we consider to be our peer institutions in the sector.

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Section 3. Additional access measures

Bath Spa University has established a firm foundation and high reputation for widening participation and access. Our widening participation activity is closely linked to the Hefce student life-cycle model.8 Our aims are to:  increase the higher education applicant pool by raising aspirations and attainment and supporting progression among potential applicants from under-represented groups by providing a well-targeted and progressive programme of effective outreach activities  increase the participation of those from under-represented groups by promoting fair access across the University’s provision from foundation degree to postgraduate programmes  continue to improve retention and success, with a strong focus on encouraging those from groups with relatively low retention rates to access the relevant elements of the University’s student support package, where needed  improve student progression by actively targeting and encouraging students from non- professional backgrounds to participate in a range of interventions designed to support graduate level employment, progression to postgraduate training and study, access to the professions and an enterprise culture  contribute to national and regional widening participation and access agendas and support the vision of the National strategy for access and student success in higher education9 through collaborative working.

The additional access measures that will be funded through fee income in 2016/17 will be delivered through three strands of activity: outreach, student success and student progression.

3.1 Outreach The University has two distinct aspects to its outreach work:  widening access for those from groups that are currently under-represented in higher education and could benefit from a Bath Spa University education  collaborative activity to increase the higher education applicant pool by raising aspiration to higher education, improving educational attainment and encouraging and supporting people from under-represented groups to progress to higher education.

3.1.1 Targeting outreach The University’s approach to identifying under-represented groups of learners and targeting outreach activity follows the guidance set out in Hefce’s recommendations on targeting under- represented groups10 and supports the commitments set out in our Equality and Diversity Policy to advance equality of opportunity between those who share a protected characteristic and those who do not.11 Under-represented groups who will be the focus of the pre-entry outreach work are:  young people from NS SEC 4, 5, 6, 7 & 8 backgrounds who live in areas of relative deprivation where participation in higher education is low, as identified by POLAR3 data, particularly those with an eligibility for free school meals and/or little or no parental experience of higher education, or who attract Pupil Premium funding12

8 Hefce Strategic Plan 2003-08. Hefce, July 2003/35 9 National strategy for access and student success in higher education. BIS, April 2014 10 Higher education outreach: targeting disadvantaged learners. Hefce, May 2007/12 11 https://thehub.bathspa.ac.uk/services/human-resources/equality-and-diversity/equality-policy (Accessed April 2015) 12 While 18 year old females are a third more likely to apply to higher education than males, in the most disadvantaged areas of England females are 50% more likely to apply to higher education than males. Higher Education in England: Impact of the 2012 reforms. Hefce, 2013/08

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 learners with a disability or specific learning difficulty  learners from a care background  young carers  potential mature applicants, especially those with no previous experience of higher education and from low participation neighbourhoods, those not currently on Access to Higher Education Diploma programmes and those who may want to undertake part-time study.

A further three key groups are considered under-represented at Bath Spa University:  learners from BME backgrounds on both undergraduate and PGCE ITT (all phases)  male undergraduate, Primary and Early Years PGCE ITT entrants  learners studying for applied, vocational or work-based level 3 qualifications.

Disability, age, gender and ethnicity are protected characteristics under the Equality Act 2010. Disabled people and those from black and minority ethic (BME) groups are statistically over- represented in NS SEC 4-8 and low participation backgrounds.13

In 2016/17 we will continue to work with a range of schools, colleges and groups that serve communities with low higher education or post-compulsory education rates to deliver outreach activities, some of which will undoubtedly support targeted cohorts of disadvantaged young people who remain engaged with the former AHWAP Learner Progression Framework.14 In the schools and colleges that we work with more intensively on sustained programmes of activity, we expect targeting at the learner level, and outreach officers from the University will work with school and college coordinators to monitor and evaluate the effectiveness of targeting methods.

3.1.2 Outreach programme Bath Spa University has developed an extensive and successful outreach programme for young people and adults to raise aspiration, support attainment and encourage progression to higher education. The range of the University’s pre-entry outreach activity for young and adult learners is summarised in Table 3.2 (Appendix 1). We work with young people from KS2 upwards and their parents and supporters from a wide range of partnership, local and regional schools and colleges, mature and Access to Higher Education learners, people with disabilities and specific learning needs and a range of community groups, including those that support BME learners, young people in care or from a care background, young carers and those from families serving in Her Majesty’s Forces. The University has a vigorous inclusion and access policy and endeavours to make all pre-entry activities accessible to people with disabilities and those from care backgrounds. As part of our duty under the Equality Act 2010 we work to promote equality for those belonging to groups with recognised protected characteristics and school and college coordinators are strongly encouraged to include young people from these groups in all outreach activity undertaken with the University.

Engagement with parents and carers is an important aspect of our outreach programme and focuses on high quality and accurate information, advice and guidance (IAG) about student finance, student support and the UCAS process. All outreach activity is supported by a team of trained student ambassadors and tutors. Students from widening participation backgrounds are particularly encouraged to participate in this work. The University will continue to develop sustained, individual outreach programmes with its academy and trust partner schools in 2016/17. Our primary school programmes, school and college-based

13 Higher education outreach: targeting disadvantaged learners. Hefce, May 2007/12 14 Higher Education Progression Framework Guide. Action on Access, June 2008

Page | 6 road-shows and support for the Extended Project Qualification continue to receive very positive evaluation from teachers and outreach activity to support access and progression to Bath Spa University courses that promote access to professional careers, including teaching, will continue to be developed and delivered in 2016/17.

Recruitment to our PGCE ITT programmes is predominantly regional. In 2014/15 75% of entrants were domiciled in the south west of England, with 35% from Bath, Bristol and the surrounding areas. Our research with trainees has shown that this trend can be attributed to a number of factors including our local reputation as a provider of high-quality ITT, increasing numbers of trainees returning to the parental home for their PGCE year to reduce costs and debts and the number of our trainees with care responsibilities. These trend data along with those relating to our record in widening access for trainees from BME groups, men into Primary and Early Years and trainees disclosing a disability will continue to inform all aspects of our ITT outreach, recruitment and selection strategies (Tables 3.1 and 6.0, Appendix 1).

The evaluation of feedback from young people, mature learners, teachers, tutors, local authority coordinators and parents and carers consistently indicates that our outreach activities are successful in their aims and objectives. The results of one particular parental survey from a school with which we work closely to deliver outreach activities indicated very strongly that involvement in the school’s widening participation programme raised awareness, aspirations and attainment in their children, provided motivation and helped with future educational and career plans.15 Subsequent evaluation of our programmes has continued to show positive feedback from parents.

We continue to evaluate the impact of our core widening participation outreach programme with the schools that we work with most intensively through GCSE and AS/A2 level attainment and applications/entrants to our own institution.16 Our evaluation indicates that we continue to make progress in our objectives of raising aspiration, attainment and progression in target institutions. A programme of continuous formative evaluation of the outreach programme suggests that flexibility in working with school coordinators to tailor the programme, especially the University’s joint GCSE tutoring programme with the University of Bath, to address the particular needs of each school leads to successful outcomes. All schools continued to identify campus-based days facilitated by student ambassadors as a key activity in raising aspiration. This reflects the findings of Moore and Dunworth.17

The school and further education sectors as well as higher education are dealing with systemic change. School and college coordinators have continued to highlight the need for us to consider increased flexibility in the delivery of outreach activities in our future planning. Over the past few years this has led to a significant increase in outreach activity delivered in the school or college setting in the area of supporting careers events aimed at young people at key transitional points in their education. In 2016/17 we will continue to work with coordinators in schools and colleges to provide activities that are tailored to their specific needs and have showed positive outcomes through evaluation to maximise opportunities for their engagement with our outreach programme.

3.1.3 Collaborative working

15 A Parental Assessment on the Impact of Aimhigher Interventions at a Local B&NES school and the Demand for Future Activities. Unpublished Bath Spa University internal report, March 2011 16 Part two: 2011-12 Hefce widening participation strategic assessment monitoring return, Table 10. 17 Moore, J. and Dunworth, F. (2011). Review of Evidence from Aimhigher Area Partnerships of the Impact of Aimhigher

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In 2016/17 we will continue to maintain strong links with our local education providers that deliver Bath Spa University Foundation degrees, formal Academy, Trust and Teaching School partners and the schools, colleges and community groups that we support through our long-standing outreach programme. We will also continue to participate in and develop local and regional collaborations that encourage participation in higher education.

Partnerships for Foundation Degree delivery The University’s foundation degree provision is delivered through partnerships with further education colleges and a private provider. This strategic approach underlines the University’s regional role and provides learners from under-represented groups with an opportunity to study a higher education programme at a local college or private institution. A number of our foundation degrees and work-based top-up years delivered in partner colleges can be studied on a part-time pathway. Expenditure from additional fee income will continue to support the costs associated with supporting partnership delivery of our foundation degrees.

Formal school partnerships – Academies, Trust and Teaching Schools There are significant proportions of pupils from disadvantaged backgrounds in the majority of our school and academy partners. We will use additional fee income in 2016/17 to develop our school partnerships in areas such as knowledge exchange, learning and teaching, curriculum enrichment, professional development for staff, leadership and governance. We will also continue to offer outreach programmes in partnership academies and schools, based on the principles of the Learner Progression Framework model, to raise aspiration and attainment and support progression to higher education.

School and college partnerships In the schools and colleges where we have formed long-standing and close links, we will continue to build on these relationships by working collaboratively with coordinators to target, deliver, monitor and evaluate our outreach programmes. There is evidence to suggest that learners who engage most fully in a sustained programme of outreach activity within a Learner Progression Framework model gain the most benefits in terms of attainment and progression.18 Our own evaluation with partner schools and colleges supports this hypothesis and we firmly believe that an integrated, progressive programme of outreach activity sustained over a number of years is the key to raising aspirations and attainment and progression to higher education. We will encourage coordinators to maintain or adopt the principles of the Learner Progression Framework model when planning their outreach programmes.

Local partnership working Progression data available in 2014/15 placed Bath and North East Somerset (B&NES) at 133 in a ranking of 147 local authorities in England for progression to higher education for students from mainstream state-funded schools in 2010/11 who entered an A level or equivalent level qualification. The proportion of students in B&NES from mainstream state-funded schools in 2010/11 who entered an A level or equivalent level qualification and progressed to higher education in 2011/12 was 46%. The proportion who entered Oxford, Cambridge or Russell Group institutions was 14%. 19

For all England, the percentage of students from state-funded mainstream schools in 2010/11 who entered an A level or equivalent level qualification progressing to higher education in 2011/12 was 56%, with 15% entering Oxford, Cambridge or Russell Group institutions. In the top performing

18 Ibid 19 Table LA2 Mainstream state-funded only. Destinations of key stage 4 and key stage 5 pupils: 2011/12. Department for Education. Release date June 2014. Updated November 2014.

Page | 8 local authorities in these categories, 75% of students in 2010/11 who entered an A level or equivalent level qualification progressed to higher education in 2011/12 (Newham) and 38% of students entered Oxford, Cambridge or Russell Group institutions (Reading) (Table 3.3, Appendix 1).

To support attainment and progression to higher education, a targeted programme of aspiration and attainment-raising activity for pre-16 students in selected B&NES schools will be delivered in collaboration with the University of Bath. The initiative will initially focus on supporting schools in raising attainment at GCSE in core subjects including Mathematics, Science, English, Modern Foreign Languages, History and Geography. The programme draws on the complementary subject specialisms of the two universities and was piloted in 2012/13. The results of the evaluation of the first year suggested that the scheme was working well for schools and so was expanded in 2013/14, and reached over 900 learners in 2014/15.

Building on the success of the core GCSE subjects tutoring initiative in targeted B&NES schools, we intend to extend our partnership working with the University of Bath in 2016/17 by collaborating on an awareness and aspiration-raising outreach programme with the main primary schools that feed into the seven B&NES schools in our pre-16 programme. As with the pre-16 initiative, a joint strategy will be put in place to coordinate the targeting, delivery and evaluation of the primary programme.

Bath Spa University and the University of Bath work in a mature collaboration with the widening participation coordinators in our target cluster of B&NES schools and colleges and we co-host a number of meetings each year between the universities’ widening participation teams and the school and college coordinators.

In 2016/17 we will continue to work within the Bath Education Trust which was formed with the University of Bath, Bath College20 and Rotork plc, an industrial partner, to offer learners from partner schools access to a wide range of courses and enrichment activities. The University works closely with the B&NES Virtual School and the young people of the B&NES In Care Council and collaborated on the development of the In Care, In School resource, which is used nationally to help teachers and pupils understand from a young person’s point of view what it is like to be in care.21 The University has also worked with the National College for School Leadership in the development of attachment awareness materials and approaches for all schools.

Sub-regional partnership working: Western Opportunities Network As part of a consortium of regional universities and colleges, Bath Spa University received funding from Hefce in 2014/15 to establish a local single point of contact for schools and colleges and to work collaboratively on providing web-based resources and a programme of outreach activities through the Western Opportunities Network (WON). The funding is planned to continue until 2015/16. The WON will evaluate the effectiveness of its activities considering schools’ and colleges’ level of engagement with outreach activities; impact on aspiration to progress to university; effect on relationships with schools, colleges and the local community; and resource benefits of collaboration. This local evaluation will inform decisions regarding the continued operation of the WON after 2015/16, although in 2016/17, as in past years, we will continue to liaise and collaborate with the Universities of Bath, Bristol and the West of England at senior and operational levels to promote common messages about the value of higher education, share communications about institutional provision to support widening participation in higher education and collaborate on widening participation research.

20 Formerly City of Bath College, which merged with Norton Radstock College in April 2015 21 See http://www.incareinschool.com (Accessed April 2015)

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In 2012 only 14.6% of children in care achieved five good GCSEs including English and Mathematics, compared with 58.1% for children who were not in care. Nationally, only 6% of care leavers enter university compared with 37% of all young people. In 2016/17 Bath Spa University will continue to work collaboratively with the Universities of Bath, Bristol and the West of England and the sub- region’s Virtual Head Teachers to deliver an integrated outreach programme for children in care. Through this partnership we will also continue to support the work of the south west regional Virtual Schools/higher education/further education network.

Sub-regional partnership working: The Western Vocational Progression Consortium It is recognised within the sub-region that encouraging the progression of vocational learners to higher education remains as challenging as ever. At the time of compiling this Access Agreement (April 2015) Bath Spa University is a member of the Western Vocational Progression Consortium (WVPC) of seven higher education institutions in the northern sub-region of the south west and their partner further education colleges. The work of the consortium focuses on the progression of vocational and non-traditional learners into and through higher education. The future of the network from 2015/16 onwards will be reviewed by stakeholders in the academic year 2014/15.

In 2016/17 Bath Spa University will continue to collaborate with eleven universities in the South West region to fund, maintain, develop and promote the careers support websites managed by the WVPC: Lifepilot to engage and support mature and part-time students22 and Careerpilot which provides pathway and progression information for 13-19 year olds.23 As partners we will support the development of the websites, further strategies to embed the websites into outreach and IAG activities, maintain the Parent's Zone developed as part of the NNCO initiative, set and monitor milestones for inclusion in the OFFA annual monitoring report and explore funding opportunities for the development of additional resources to support schools in providing IAG about progression to higher education.

Sub-regional partnership working: The Bristol and Bath Widening Participation Research Cluster In 2016/17 Bath Spa University will continue to actively engage in the collaborative Widening Participation Research Cluster with the Universities of Bristol, the West of England and Bath.

Regional Partnership working: South West Widening Participation Group The Universities South West (USW) Widening Participation Group brought together the 13 higher education providers across the South West. The Group worked together specifically to retain and further build collaborative relationships first established under the Aimhigher programme, and to develop practitioner networks and deliver a programme of activities to support progression among hard to reach groups including students who disclose disabilities, care leavers and children in care and mature and adult Leaners. There was also a strong commitment to the professional development of widening participation practitioners across the region with the provision of an annual event to share effective practice. In 2014/15 it was announced that USW would cease to operate from the 1st October 2015. At the time of writing this Access Agreement the collaborative future of the South West Widening Participation Group is under consideration.

Regional partnership working: south west regional Access Validating Agency24 Bath Spa University is a strong supporter of the Access to Higher Education qualification as a progression route into higher education and we have welcomed Access learners onto our degree

22 www.life-pilot.co.uk 23 www.careerpilot.org.uk 24 From March 2013 to Sept 2014 the south west region Access Validating Agency was known as apt awards, the trading name of the Open College Network South West Region (OCNSWR). From 2014/15 it has traded under the name of AptEd

Page | 10 programmes for over two decades. A significant proportion of our undergraduate entrants who progress from Access programmes aspire to enter the teaching profession. We are committed to supporting the south west regional Access Validating Agency (AVA) and are represented on its Higher Education Access Committee. We will maintain our strong links with the AVA to support the work of the validating agency, develop our understanding of the Access to Higher Education Diploma qualification, strengthen this progression pathway to our undergraduate programmes, ensure that the AVA and Access providers are kept updated on NCTL requirements for ITT to support those Access learners with aspirations to enter the teaching profession and further raise our profile with regional Access providers.

Regional partnership working: Western Access Vocational Progression Agreement Bath Spa University has delivered collaborative outreach provision for Access learners with partner higher and further education institutions for over fifteen years and in 2005/06 was involved in the development of the WAPA through its contribution to Hefce’s Access Pathways Research Project. The WAPA, which has met its original aims of bringing greater clarity, coherence and certainty to progression opportunities for Access to Higher Education learners in the region, was first ratified by the University in 2007. The University has remained an active participant in the progression agreement through representation on the WAPA Steering Group, which was managed by the WVLLN until July 2011. In 2011/12 the University received funding from the WVLLN to continue the work of the group and funding continued through the WVPC until 2014/15. The Director of the south west regional AVA acts as Chair of the Steering Group and membership includes higher education partners in the south of the region. Building on a collaborative research project funded by the WVPC in 2014/15 that explored the barriers to participation, the WAPA partners plan to identify practical strategies to encourage adults to return to study. Bath Spa University will continue to sustain and develop the WAPA partnership from 2015/16.

Regional Partnership Working: South Widening Participation Practitioners Network Bath Spa University is part of the South Widening Participation Practitioners Network (SWPPN), a network of widening participation professionals based across the south of England who meet to discuss current issues, share good practice and collaborate on projects.

National Partnership Working: Service Children Support Network In 2012/13 the University began working in partnership with the Service Children Support Network (SCSN), a social enterprise set up to support the children of members of Her Majesty’s Armed Forces.25 The impact of mobility and deployment on the lives and education of children and young people from armed service families is an area of concern. Although many young people from armed forces families achieve high levels of attainment, many who are geographically mobile do not achieve as well as they are capable of achieving, and as a group do not perform academically as well as their non-mobile peers. 26 27 Furthermore, as in wider society, the Armed Forces are socio- economically stratified and there will be young people and adults in local service communities who meet a number of the outreach targeting criteria described in section 3.1.1.

As part of the SCSN, the University will provide an educational enrichment programme for primary and secondary aged children from service families in schools across Wiltshire and Somerset. The

25 See http://www.servicechildrensupportnetwork.co.uk (Accessed April 2015) 26 Children in Service Families. Ofsted, May 2011 https://www.gov.uk/government/publications/children-in-service-families (Accessed April 2015) 27 The Educational Performance of Children of Service Personnel. Research Report DFE-RR011, July 2012 http:/www.gov.uk/government/publications/the-educational-performance-of-children-of-service-personnel (Accessed April 2015)

Page | 11 programme will geographically extend the SCSN project in place with the University of Oxford with schools in Buckinghamshire and Oxfordshire. The aims of the project are to:  inspire intellectual, global and personal curiosity in learners  enrich and enhance students’ self-esteem, aspirations and hopes for the future  introduce learners to the language and context of further and higher education and dispel any misconceptions about university study and life  give learners a greater understanding of their progression through school and beyond.

The University is also involved in the SCSN Research Support Group.

3.1.4 Fair admissions and contextual data Bath Spa University seeks to attract and retain motivated applicants of high calibre and potential from a broad and diverse community. This includes those who have varying experiences of education and who may have followed non-traditional paths to higher education and wish to benefit from the positive experience offered by the University.

The University adopts a robust policy of equality of opportunity in the admissions process in order to achieve a diverse student population. This process is informed and guided by the range of legal obligations that is central to the Hefce Equality and Diversity Scheme 2012-2014.28 We welcome applications from students who come from families new to higher education, students with disabilities, students from different socio-economic, cultural and ethnic backgrounds, mature students and those without standard entrance qualifications and we work to ensure that such students are not disadvantaged in the admissions process. In 2016/17 we will continue to use the full range of applicant data as the basis of our offer.

The University provides a professional admissions service to all applicants by ensuring clear, fair and consistently applied policies and procedures and a high level of applicant care, including the provision of clear and accurate information that will support students in making an informed decision about their course of study. Our current admissions policy documents29 and Student Services Charter30 are available on the Bath Spa University website.

3.1.5 Courses and modes of study The University will continue to provide a wide range of educational opportunities for learners in 2016/17 through our foundation degree, modular undergraduate degree and PGCE ITT provision. Foundation degrees, modular undergraduate programmes and PGCE ITT can be studied full-time or on a part-time basis, which is particularly attractive to mature students. The undergraduate modular scheme offers a particular flexibility and range of subject options that allows students to build an individual programme of study suited to their interests and needs. Vocationally-based two-year foundation degrees and a number of work-based honours years can be studied through our partnerships with local further education colleges and with a private provider in the region. The modes of delivery vary, depending on the foundation degree programme, and include full-time, part-time and work-based provision.

We consider our foundation degree programme delivered by our education partners to be an important vehicle for social mobility in terms of entry into the professions. For example, through working in partnership, it is possible for successful graduates from the Foundation Degree Early Years and Education Studies for Teaching Assistants programmes to progress to Year 3 of an

28 https://www.hefce.ac.uk/pubs/year/2012/201203/ (Accessed April 2015) 29 See https://thehub.bathspa.ac.uk/services/student-services/policies-and-procedures (Accessed April 2015) 30 See https://thehub.bathspa.ac.uk/services/student-services/charter (Accessed April 2015)

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Education honours degree and then gain QTS through a PGCE ITT programme, enabling entry into the teaching profession.

3.2 Student success and progression In 2016/17 we plan to invest £1,131,000 from additional fee income to support student success and progression (Table 2.0). Our strategy to support students through their studies and into graduate- level employment, postgraduate study or training or engagement in enterprise activity will be managed through the University’s Student Experience Advisory Group. Our long-term approach has been to enable all students to access and take full advantage of the support measures that are provided by the University, and where appropriate to provide targeted additional interventions for specific students or groups of students. Based on a rolling three-year aggregate of our performance in attracting 44% of undergraduate entrants from NS SEC 4-7 and 10.4% of mature undergraduates with no higher education and from low participation neighbourhoods between 2011/12 and 2013/14, (Table 3.4, Appendix 1), and Higher Education Bursary and Scholarship Scheme (HEBSS) data for 2012/13 and 2013/14 that shows where entrants who have agreed to share household income typically 32% of undergraduates and 47% of NCTL-funded PGCE ITT entrants are from backgrounds where household income is below £25,000 per annum, we estimate that at least 45% of the University’s total expenditure on retention and success measures will be countable under this Access Agreement.

3.2.1 Student success Undergraduate retention, as measured by HESA performance indicators for non-continuation following year of entry has increased year-on-year for most groups since 2001/02.31 The overall improvement in undergraduate retention from 2001/02 to 2012/13 is summarised in Table 3.5 (Appendix 1). Overall postgraduate ITT retention, as measured by those gaining the award of QTS in all phases has increased year-on-year from 83% in 2008/09 to 89% in 2011/12.32 Over the same period, retention for male trainees in Primary and Early Years ITT increased from 65% to 89%, for those from BME groups from 83% to 89% in 2010/1133 and for those disclosing a disability from 74% to 82%. The current support packages for undergraduate and postgraduate ITT have evolved over time and have been informed by experience, student evaluation and good practice in the sector.34 35 36 In 2009/10 the University was awarded the Buttle UK Quality Mark in recognition of the level of support we provide for care-leavers and we continue our commitment to raising the aspirations of students from care backgrounds and to supporting them in achieving in their studies.

Enhancing retention and success starts with ensuring that as far as possible, students are registered on courses suited to their abilities and career aspirations.37 The University provides a full range of pre-registration IAG and support through its outreach and Open Day programmes and works to

31 HESA Performance Indicator data https://www.hesa.ac.uk/pis (Accessed April 2015) 32 Bath Spa University Self Evaluation document for initial teacher training providers submission to the Training and Development Agency for Schools (TDA)/TA 2008/09 to 2011/12 33 The retention rate was 76% in 2011/12, but as the cohort is typically less than 20 students, percentages can swing dramatically year on year 34 Staying the course: the retention of students in higher education. National Audit Office, 2007 35 Black, F.M. and MacKenzie, J. (2008). Quality Enhancement Themes:The First Year Experience. Peer support in the first year. The Quality Assurance Agency for Higher Education 36 Alston, F., Gourlay, L., Sutherland, R. and Thomson, K. (2008). Quality Enhancement Themes:The First Year Experience. Introducing scholarship skills: academic writing. The Quality Assurance Agency for Higher Education 37 Learning from Futuretrack: Dropout from higher education. BIS research paper 168. March 2014

Page | 13 ensure that students receive accurate information about the support they can expect to receive.38 Our transitional support includes a named contact for pre-entry contact for care leavers and a named contact within Student Support Services team for the duration of their time at the University, a pre-entry study skills programme for mature students, an early induction programme for students who have disclosed a disability, Welcome Week, an extended induction period for all entrants and universal access to a peer mentoring scheme. The University is represented on the National Mentoring Managers’ Group. We offer a range of targeted financial support for students based on financial need. The University’s Learning and Teaching Committee, whose membership includes student representatives, ensures that the curriculum, assessment and learning and teaching styles are inclusive and take into consideration the diversity of our student body and their experiences. On-course academic and pastoral support includes the University’s personal tutor system, additional learning and writing development support through a dedicated service and the students’ administration, welfare, finance, disability and careers advice and guidance services. Student Support professionals work with students throughout the student lifecycle and University staff to raise awareness of the services that are available and how to access them.

The University will continue to build on its high quality support service in 2016/17 and we will use Access Agreement funding to further develop our current provision and extend its reach to those students who are in need, but who might not necessarily access support services when they experience difficulties that could ultimately lead to withdrawal. Evidence from a wide range of staff who work with students at the University suggests that those from non-traditional backgrounds and male students are least likely to seek help from the various support services or professionals.

From 1996/97 to 2011/12 HESA data showed that young students from low participation neighbourhoods on first degree programmes were usually at higher risk of non-continuation at the University in the year following entry than those from other neighbourhoods, although the gap has been narrowing over that period. The 2012/13 HESA data showed that non-continuation for young students from low participation neighbourhoods on first degree programmes was lower than that for young students from other neighbourhoods. Non-continuation following year of entry for all entrants on other undergraduate programmes remains higher than for all first degree entrants (Table 2.3, Appendix 1). Matched early leaver data for 2010/11 showed that early leavers from POLAR2 quintile 1 and quintile 2 were both significantly lower than for leavers from quintiles 3, 4 or 5, and when quintiles 1 and 2 (LPN) were aggregated (26.3%) were lower in percentage than the aggregate of quintiles 3, 4 and 5 (72.7%).39

Research at the national level has shown that there are inequalities in both non-continuation rates and level of attainment between groups with different socio-economic characteristics including gender, ethnicity, age, disability, POLAR3 classification, mode of study and care leavers.40 41 There is also evidence for explicit links between social class and withdrawal from higher education. In one particular study, students from working class backgrounds were found to be less likely to seek out information, advice or guidance, either through lack of knowledge, social capital bound up with confidence and/or a less well-developed sense of entitlement than their peers from middle-class backgrounds.42

38 See http://www.bathspa.ac.uk/study-with-us/giving-you-support (Accessed April 2015) 39 See footnote 6. (1% of early leavers were not assigned to a POLAR2 postcode) 40 Non-continuation rates at English HEIs: Trends for entrants 2005-6 to 2010-11. Hefce 2013/07 41 Higher education and beyond: outcomes from full-time first degree study. Hefce 2013/15 42 Thomas, L. and J. Quinn. (2007). First Generation Entry Into Higher Education: An International Study. Maidenhead, Society for Research into Higher Education and Open University Press

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In 2016/17 we will continue to build our own evidence base using student data to identify the socio- economic factors in our own student body that may be associated with increased likelihood of withdrawal. With the diverse range of students at the University, it is likely that some individuals will have backgrounds with multiple risk factors. Early indicators of a student facing difficulties can include attendance problems, failure to submit assessments or consistently poor academic achievement. We will continue to monitor attendance and academic performance and work across Academic Schools and University services to further develop and coordinate our referral system that will proactively, but sensitively, direct students who are considered to be most at risk to the appropriate support professionals. Support is also provided for students who wish to leave the University.

3.2.2 Student progression Bath Spa University has an integrated approach to widening participation across the student life- cycle. An innovative and successful working partnership between the University’s widening participation and careers and enterprise and employer liaison teams demonstrates the importance the University places on student progression and access to the professions for under-represented groups. In line with the national objective set out in the National strategy for access and student success in higher education43 we work to improve progression to postgraduate study and graduate- level professions and reduce inequalities in postgraduate study and employment outcomes between graduates from advantaged and disadvantaged groups.

Undergraduate students and graduates from less-privileged backgrounds, especially those with no parental experience of higher education, can sometimes lack professional and social networks and knowledge about graduate employability, progression to postgraduate education and entry routes to the professions.44 They may also lack or struggle to build the non-academic capabilities such as soft skills and professional experience that are valued by employers in the professions.45 It is recognised that equal academic achievement does not necessarily translate into equal progression into the professions and graduate-level employment.46 Comparatively fewer new graduates from NS SEC 4-9 enter full-time graduate-level employment six months after graduation compared with those from NS-SEC 1-3, and between 2005/06 and 2010/11 this gap doubled from 3% to 6%.47 Furthermore, in 2010/11 the average graduate employment starting salaries for graduates who attained an upper second class honours or above were on average £2,590 per annum less for graduates from state-schools than graduates from independent schools. This was even more pronounced for those who attained first class honours where the disparity increased to £3,018 per annum.48

As well as specific help in the transition to work after graduation, students from less privileged backgrounds may need extra support throughout their programme of study in identifying the skills and experience and networking and placement opportunities that can enhance employability. Although all students can benefit from employability and enterprise activity in the curriculum,

43 National Strategy for access and student success in higher education. BIS, April 2014 44 Stevenson, J. (2010). Student employability and enterprise: a widening participation perspective. Assessment, Teaching and Learning Journal (Leeds Met). 8 (spring) pp.24-27 45 Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue. UpReach, November 2012 46 ibid 47 Higher education – graduate destinations. Office of the Deputy Prime Minister http://www.dpm.cabinetoffice.gov.uk/content/higher-education-graduate-destinations (Accessed April 2014) 48 Access to the Professions for Undergraduates from Less-Privileged Backgrounds – The Issue. Figure 6. P14 (constructed from HESA DLHE data 2008/09 to 2010/11) UpReach, November 2012

Page | 15 students from under-represented groups can sometimes be the least likely to engage in co-curricular sessions or other activities, such as volunteering for example, that can build self-esteem, raise career aspirations and enhance graduate employability skills. Barriers to participation in co-curricular activity for this group can include the distance or travel time between home to place of study, the need to undertake paid work outside of course contact time and care responsibilities.49 50

In 2016/2017 we will continue to develop our existing good practice in employability but scale up our engagement with students dramatically through a series of new strategic initiatives. Through the provision of new partnership working agreements with Schools and Departments we will be tailoring bespoke employability and enterprise interventions to specific needs identified through the Destination of Leavers from Higher Education (DLHE) survey and new comparator analysis against peer institutions. Better analysis and intelligence about graduate outcomes from specific programmes of study will enable us to better serve all students.

We will be extending our existing excellent practice in employability to cover a more developed enterprise agenda. We recognise that we have double the national rate of students in self- employment at the DLHE census date and need to provide a curriculum that prepares students for start-ups, freelancing, and portfolio careers. A more nuanced approach to traditional employability content alongside a new entrepreneurial support provision will deliver better outcomes, especially for students whose background may not validate these new forms of employment.

We will also be enhancing our business liaison function to engage with more local, national, and international organisation thereby driving new recruitment opportunities, new work experience placements, new employer engagement in the curriculum, and new professional practice insights across the institution.

The curriculum and co-curricular activity We recognise that graduate progression can be improved by taking action throughout the student study programme.51 In 2015/16 we will continue to build on an undergraduate curriculum that has employability and enterprise as an integral part of its core and continue to increase opportunities for students and recent graduates to undertake work-related learning activities ranging from placements, volunteering and internships to industry-initiated projects. Students will also be supported in finding part-time and out of term-time employment through the University’s student JobShop. As well as providing financial support, undertaking paid work whilst in higher education has been shown to increase the chances of successful outcomes for students compared with not working. Students who undertake structured work-based learning in addition to paid work tend to have the most positive outcomes of all.52

The University will encourage students, especially those from non-professional backgrounds, to engage in co-curricular activity, and will enhance the co-curriculum through the development of the Bath Spa Award, a new scheme aligned to the Higher Education Achievement Report (HEAR). The Bath Spa Award recognises the personal and professional achievements of our students and has been developed to foster graduate employability skills as defined by the Confederation of British

49 Thomas, L. and Jones, R. (2007). Embedding employability in the context of widening participation. Learning and employability. Series Two. The Higher Education Academy (HEA) 50 Stevenson, J. (2010). Student employability and enterprise: a widening participation perspective. Assessment, Teaching and Learning Journal (Leeds Met). 8 (spring) pp.24-27 51 Thomas, L. and Jones, R. (2007). Embedding employability in the context of widening participation. Learning and employability. Series Two. The Higher Education Academy (HEA) 52 Learning from Futuretrack: the impact of work experience on higher education student outcomes. BIS Research Paper No 143. October 2013

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Industry (CBI) and the National Union of Students (NUS),53 and the digital literacy and networking skills the University has identified as vital to maximise graduate employability.54 We will provide more co-curricular opportunities for students to develop skills, confidence and a greater sense of self and to broaden their knowledge of progression routes to postgraduate study, graduate careers and the professions within and beyond their course of studies. We will work with the Students’ Union to raise awareness and promote the benefits of engaging in co-curricular activity.

The University’s Careers Service will play an active role in supporting students in making informed choices about their future throughout their university experience and will work with academic teams to target more time and resources at providing early career support for students from non- traditional backgrounds. Career development support for students, particularly those from non- traditional backgrounds, will not stop at graduation. Progression to ‘the fourth year’ will be automatic and ensure graduates continue to feel supported whilst entering the world of work, starting their own business or seeking employment.

We will also increasingly develop a learning environment that promotes enterprise and entrepreneurship and fosters creativity and innovation through support for business start-ups and freelance careers. A new suite of Creative Entrepreneurship challenges and competitions will replace the old Business Plan Competition and better recognise the kinds of ventures our students set up. These new challenges will be supported by a new workshop programme and better individual advice and guidance for student entrepreneurs. We will continue to work with the Student Enterprise Society we helped create, and extend our support for other forms of student ventures through the Students’ Union.

Employer engagement We will ensure that business and community links across the University are best utilised throughout the student experience. We will continue to strengthen partnerships with small and medium enterprises (SMEs), business clusters and other opportunity providers in the locality, developing sustainable relationships with external organisations to network, showcase student talent and broker new learning, graduate internship and employment opportunities.

In 2016/17 £100,000 will be allocated to the University’s Student Employability Fund that supports student work placements, industry projects and internships. The Fund is targeted to support students from less privileged backgrounds where lack of access to professional networks and family income may otherwise limit access to such opportunities. We will continue to create and sustain partnerships with external partners to provide placement and mentoring opportunities for students, and support the development of industry-informed curriculum. We will work to raise awareness amongst employers of the range of expertise and talent our students have to offer.

We believe the importance of networking cannot be overestimated, especially for students who may not otherwise have access to professional networks. In 2016/2017 we will continue to develop our range of strategies to forge links between students and potential employers. We are developing a range of new curricular modules that specifically link students with real-world organisations and challenges. These include social enterprise modules that enable students to use their professional skills to contribute to society and undertake real challenges through to consultancy-style modules where students either work to a client’s brief or develop their own concept into a viable venture.

53 Working Towards your future. Making the most of your time in higher education. NUS and CBI, March 2011 54 Bath Spa University Vision and Strategy to 2015. http://www.bathspa.ac.uk (Accessed April 2015)

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Alumni engagement The University’s alumni engagement strategy celebrates graduate achievements and supports former students as part of the wider University community. The University’s Alumni Relations Manager supports a pool of active alumni who are industry professionals to help current students in their personal and professional development by acting as role models to raise aspirations and create opportunities for students within their industries.

Collaborative Working We will continue to work in a range of collaborative partnerships to support graduate employability and provide opportunities for our students. For example, in 2012/13, Bath Spa University was named as the Bath Festivals creative partner, recognising the innovative and multi-dimensional partnership between both organisations. Bath Festivals include the Independent Bath Literature Festival, Bath International Music Festival and the Telegraph Children’s Literature Festival.55 This partnership offers opportunities for strategic artistic input and for our students, work placements, performance experience and opportunities to coordinate and deliver arts education outreach programmes. The University’s collaboration with the Theatre Royal Bath56 provides opportunities for students to gain professional experience in acting, drama and theatre production and progression to our MA Theatre for Young Audiences, while our partnership with Bath’s Holburne Museum enables new models of teaching and learning drawing on the University’s strengths in History, Heritage and Fine Art and provides our students with first-hand experience of working with a leading cultural institution.57 Other key collaborations that support student success and employability include the Bath Chamber of Commerce, B&NES Learning and Skills Partnership, Creative Bath, West of England Local Enterprise Partnership (LEP) and the USW Careers Group (Appendix 2).

3.3 Financial support for students In 2016/17 the University will provide financial support through the National Scholarship programme (NSP) and our BSU bursary awards to continuing eligible full and part-time undergraduate students. In addition we will offer targeted support to students on Training and Development Agency for Schools TDA/TA/NCTL-funded PGCE programmes who started their course between 2006/07 and 2013/14. All students will remain on the same type and level of bursary award that was available to them when they registered on their course subject to continued personal eligibility, details of which can be found in previous Access Agreements.

For 2016/17 entrants the University will make Bath Spa University Bursary Scheme awards to undergraduate entrants who meet our eligibility criteria, including household income as evidenced by their student support application. An estimate of how much the University will allocate to financial support for new and continuing students is supplied in Tables 5 of the 2016/17 Resource Plan submitted with this document.

3.3.1 Bath Spa University Bursary Scheme 2016/17 Bath Spa University will provide a number of individual bursary awards worth a total of £3,500 each for eligible Year 1 undergraduate entrants in 2016/17. Each £3,500 award will be paid over three years as a cash award of £1,000 in Year 1, and providing students still meet the eligibility criteria, £1,000 in Year 2 and £1,500 in Year 3 of the undergraduate programme. If requested, students may arrange to take their award as a fee waiver.

55 See http://bathfestivals.org.uk/ (Accessed April 2015) 56 See http://www.theatreroyal.org.uk/ (Accessed April 2015) 57 See http://www.holburne.org/ (Accessed April 2015)

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Eligible students will be able to be considered for a Bath Spa Bursary Scheme award if their declared household residual income is below £25,000 per annum, however the bursary awards will be in limited supply so it is our intention to use additional eligibility criteria to target these awards to particularly encourage and support students with the lowest household income who are also from disadvantaged socio-economic backgrounds. We will prioritise entrants who are:  declared care-leavers58  currently living at an accredited Foyer or who have moved out of an accredited Foyer in the past 12 months  in receipt of a Special Support Grant (SSG)  from low-income households in low participation neighbourhoods based on POLAR3 data for young participation rates and Hefce data on higher education-qualified adults in an area, or where a postcode does not have a classification in either POLAR3 files, an assessment based on the Office for National Statistics Neighbourhood Statistics data  from NS-SEC 4-8 backgrounds.

Home and EU students and within the UK, students domiciled in England only will be eligible for a Bath Spa University Bursary Scheme award. Graduates who already hold a first degree or higher qualification will not be eligible for a Bath Spa University Bursary Scheme award. Students who receive sponsorship to pay fees will not be eligible for a Bath Spa Bursary Scheme award.

3.3.2 Arrangements for part-time students Part-time Year 1 entrants in 2012/13 and 2013/14 who are studying at a minimum of 25% intensity of a full-time equivalent and fulfil the National Scholarship Programme (NSP) and additional BSU eligibility criteria will be eligible for a fee waiver only. The value of a fee waiver award will be proportional to the intensity of study.

Part-time Year 1 entrants in 2014/15 who are studying at a minimum of 25% intensity of a full-time equivalent and fulfil the NSP and additional BSU eligibility criteria will be eligible for a NSP cash award. The value of an award for an entrant who is studying part-time will be proportional to their intensity of study.

Part-time Year 1 entrants in 2015/16 and 2016/17 who are studying at a minimum of 25% intensity of a full-time equivalent and fulfil the eligibility criteria will be eligible for a Bath Spa University Bursary Scheme award. The value of an award for an entrant who is studying part-time will be proportional to their intensity of study.

3.3.3 Impact of bursaries at Bath Spa University and evidence used in the 2015/16 and 2016/17 Bath Spa Bursary Scheme design Research undertaken at a number of English higher education institutions 59 60 61 and one national study analysed ‘through the lens’ of student well-being presented evidence for associations between financial support policy and practice, student wellbeing, socio-economic background and retention.62

58 A person under the age of 25 on entry who has been in local authority care for three months or more from the age of 14 59 Hatt , S., Hannan, A., Baxter, A. and Harrison, N. (2005). Opportunity knocks? The impact of bursary schemes on students from low-income backgrounds. Studies in Higher Education. 30 (4) pp373-388 60 West, A., Emmerson, C., Frayne, C. and Hind, A. (2009). Examining the impact of Opportunity Bursaries on financial circumstances and attitudes of undergraduate students in England. Higher Education Quarterly, 63 (2) pp119-140 61 Chetwynd, A. and Diggle, P. (2013). Bursaries negate effect of social class on probability of dropout. Lancaster University. www.lancaster.ac.uk/staff/diggle/bursaries.pdf (Accessed April 2014) 62 The Pound in Your Pocket. National Union of Students, 2012

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However, an analysis of the impact of institutional core bursary schemes using data from 87 English higher education institutions did not find any evidence that schemes in operation between 2006/07 and 2010/11 had an observable effect on the continuation rates of young full-time first degree students.63 All studies were carried out before the new system of fees and student support were introduced in 2012/13. The key findings of a 2015 review of the research and evaluation into the impact of financial support also concluded that financial support is not the most significant determinant in either the decision to apply to higher education or in the choice between institutions and that students receiving financial support have comparable non-continuation rates with students who do not receive financial support.64

The decision to continue to provide student financial support in 2015/16 through the new Bath Spa University Bursary Scheme, which made fewer but higher value and more targeted awards was taken after a preliminary analysis of withdrawal data and research undertaken by the University’s Students’ Union that overwhelmingly indicated that of the students polled, most considered that a smaller number of higher value awards that were spread over the three years of undergraduate study and targeted at those most in need was preferable to a higher number of smaller awards distributed on the basis of household income alone. The decision to increase the value of the 2015/16 Bath Spa University Bursary Scheme award in Year 3 of the undergraduate programme to £1,500 was made on the recommendation of the Students Union Welfare Representative and University’s Access to Learning Fund (ALF) panel.65

As an evaluation of the 2015/16 Bath Spa University Bursary Scheme is not yet possible, the decision to continue to provide student financial support in 2016/17 using the 2015/16 Bath Spa University Bursary Scheme model was taken after further research into the impact of the NSP on 2012/13 and 2013/14 cohorts.

Analysis of student withdrawal data for the 2012/13 and 2013/14 Year 1 undergraduate entrant cohorts at Bath Spa University showed that over the period September 2012 to March 2015, the proportion of withdrawals from the NSP award holder group was less than that of the non-award holder group for both entrant cohorts (Table 3.0). In addition to a household income of below £25,000, the additional eligibility criteria for the NSP award were care-leaver, receipt of a SSG or home postcode within POLAR3 quintiles 1 and 2.

Table 3. 0 Percentage of withdrawals from the 2012/13 and 2013/14 undergraduate entrant cohorts September 2012 to March 2015 2012/13 2012/13 2013/14 2013/14 Group NSP award No award NSP award No award holder withdrawals holder withdrawals withdrawals withdrawals Percentage of total award recipients 1.6% 6.9% 0.8% 7.1%

Analysis of withdrawal data by degree programme showed that that over the period September 2012 to March 2015, the proportion of withdrawals from the NSP award holder group was less than that of the non-award holder group for first degree and other undergraduate degree programmes for both the 2012/13 and 2013/14 Year 1 undergraduate entrant cohorts (Table 3.1). When broken down into subsets, the number of individuals in some populations is sometimes small, especially when broken down by degree programme.

63 An interim report: Do bursaries have an effect on retention rates? Office For Fair Access, March 20014/02 64 What do we know about the impact of institutional financial support on access and student success? Report to the Office for Fair Access (OFFA) by Nursaw Associates. March 2015 65 Bath Spa University Access Agreement 2015/16

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Table 3. 1 Percentage of withdrawals from the 2012/13 and 2013/14 undergraduate entrant cohorts as a percentage of total award recipients by degree programme September 2012 to March 2015 2012/13 2012/13 2013/14 2013/14 Group NSP award No award NSP award No award holder withdrawals holder withdrawals withdrawals withdrawals First degree 1.1% 6.1% 0.7% 6.4% Other undergraduate degree 0.4% 0.8% 0.1% 0.7%

Research carried out in 2015 into student attitude and behaviour in those in receipt of an NSP award found that 35% of respondents agreed that the NSP award was important in their decision to attend this university, while 94% stated that without financial support they would not be able to cover their basic living costs. Over 87% stated that receiving the bursary meant that they were less reliant on part-time work, which they felt enabled them to concentrate on their studies, feel less stressed and so get more out of the university experience, while 65% stated that the bursary enabled them to engage with various student societies, which helped them get the most out of their university experience. Approximately 75% of respondents agreed that receiving the bursary improved their confidence in their ability to complete the course, while 20% stated that the bursary award made them feel valued by the university.

3.3.4 Bath Spa University Access Fund Financial support will also be available to students through the BSU AF. This is a discretionary fund for students experiencing financial hardship that will be resourced jointly from additional fee income and Student Opportunity Funding. In 2016/17 £160,000 from additional fee income (Table 2.0) will be made available for the BSU AF. The priority groups for the Access Fund are:  students from low income backgrounds  students from areas of relative deprivation and low participation neighbourhoods  students with children (especially lone parents)  mature students  students with a disability or specific learning difficulty  care leavers  students from Foyers or who are homeless.

The BSU AF will be administered, monitored and reviewed on a monthly basis by the University’s Access Fund Panel, membership of which consists of the Deputy Registrar (Academic), Student Support Services Manager, SU President, Student Services Accountant and the Student Support Money Advisor. The BSU AF will be administered flexibly, with a proportion of the fund allocated specifically for students enrolled on NCTL-funded PGCE programmes.

3.3.5 Bath Spa University Trainee Teacher Fund In 2016/17 we plan to allocate up to a maximum of £40,000 of the £160,000 BSU AF to the Bath Spa University TTF. The TTF will be used on a case-by-case basis to support new full- and part-time entrants to PGCE ITT courses who are experiencing financial hardship. Any residual funding not awarded through the TTF will be redirected and awarded through the BSU AF. The same calculations used in assessing applications to the Access fund will be used for the assessment of TTF applications, as the composite living costs amounts used to assess BSU AF awards will be based on government and benefit figures. There will be two types of award: 1. Standard: where there is a calculated shortfall between income and expenditure 2. Non-standard: for exceptional and unexpected costs.

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To be eligible for a TTF award a student must be in receipt of statutory funding entitlement and have Home or EU status. When assessing an application for support through the TTF, all income, including any NCTL bursary received will be considered and weighed against individual circumstances and need. The receipt of a TTF award will not necessarily disqualify a student from consideration for a further award from the BSU AF. Given the geographical location of many schools where school experience is undertaken, PGCE ITT trainees and undergraduate Education students may also be eligible for financial assistance with some transport and accommodation costs associated with school placements.

Section 4. Targets and milestones

The University’s targets and milestones that will be addressed by the measures set out in this Access Agreement are set across the three strands of additional widening participation activity: access, student success and progression. We have not included targets or milestones relating to part-time students because our number of fee-regulated part-time students is low and part-time provision is largely delivered through bespoke flexible patterns of study. For young part-time undergraduate entrants, for example, the population is too small to feature in HESA performance indicator tables.

4.1 Statistical targets and milestones The statistical targets and milestones for the three strands of activity described in this section are set out in Tables 7a and 7b of the 2016/17 Resource Plan submitted with this document. Targets and milestones are usually based on a rolling five-year aggregate of our past performance. However, the significant changes in student funding and size of successive undergraduate cohorts as a result of the student number controls introduced in 2012/13 has meant that a two-year average of our past performance has been used as a basis for the new targets and milestones for 2015/16 to 2019/20. Furthermore, the impact of lifting the controls from 2015/16 is as yet unknown and at this stage impossible to predict. We therefore plan to review access targets and milestones when an analysis of the post 2015/16 entry cohorts is possible.

4.1.1 Access From 1997/98 the underlying trend in the number of young full-time entrants to the University from state schools, NS-SEC 4-7 and low participation neighbourhoods was one of steady increase until the introduction of the core and margin allocation model in 2012/13. However, this was not always accompanied by a corresponding rise as a percentage of all entrants,66 although the percentage of these groups did increase from 2011/12 to 2012/13 (Table 3.4, Appendix 1). Through delivery of the outreach programme set out in this Access Agreement, we will continue to seek a significant improvement in key HESA performance indicators, especially in those relating to full-time entrants from low participation neighbourhoods, or a moderate improvement in those where we are currently doing well. Using 2012/13 to 2013/14 data as a baseline, the key HESA performance indicators by which we will measure progress on widening access are set out in Table 7a of the 2016/17 Resource Plan submitted with this document. Entrants to the University from groups with the protected characteristics age, gender, ethnicity and disability are also monitored across all our provision by the Bath Spa University Equality and Diversity Steering Group (EDSG).

66 See Table 4, Appendix 1 for 2005/06 - 2010/11 data and the Bath Spa University Access Agreement 2010/11. Appendix Two for 1997/98 - 2004/05 data

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4.1.2 Student success and progression statistics We will continue to seek an improvement in a range of HESA performance indicators by developing the measures that are set out in this Access Agreement to improve the retention of undergraduate students from groups that are identified as at high risk of withdrawal and to improve student success and progression, especially for key widening participation groups. We also seek an improvement in the success and progression, as measured by gaining QTS, of trainees from BME groups and those disclosing a disability in all phases of NCTL-funded ITT programmes. Using baseline data for 2011/12-2012/13, the key output statistics by which we will measure progress are set out in Table 7a of the 2016/17 Resource Plan submitted with this document. Student retention, success and progression data for groups with the protected characteristics age, gender, ethnicity and disability across all our provision are monitored by the EDSG.

We have also set access targets and milestones for care-leavers and full-time undergraduate UK- domiciled students from BME groups. These are derived from internal institutional data. Currently there are no national benchmarked institutional performance indicators for undergraduate entrants from care or BME backgrounds, however HESA data are available for first year UK domiciled students from BME backgrounds. In 2013/14 these showed that of the 82.1% of UK-domiciled undergraduate Year 1 entrants with known ethnicity data, 20.38% identified as being from non-white BME backgrounds.67 In the regional context, it was recorded in the 2011 census that B&NES had a non- white BME population of 5.4%, while the south west had a non-white BME population of 4.6%.68 In 2014/15, 8% of undergraduate students at Bath Spa University with known ethnicity data were from non-white BME groups. Our 2019/20 target of 10% reflects the fact that in the past 10 years, the University has consistently recruited over 60% of its undergraduate intake from the south west region, with an average of 32% from Bath (BA) and Bristol (BS) postcodes since 2008/09. Targets and milestones have been set out in Table 7a of the 2016/17 Resource Plan submitted with this document for the recruitment of trainees from BME backgrounds to all phases of our NCTL- funded ITT courses and men into Primary and Early Years NCTL-funded ITT courses. Both groups are currently under-represented in the teaching profession.

4.2 Other milestones and targets Other targets and milestones for the three strands of activity are set out in Table 7b of the 2016/17 Resource Plan submitted with this document. These are based on level of activity, number of participants and outcomes.

4.2.1 Outreach The University has developed a carefully targeted and evaluated, wide-ranging outreach programme to raise awareness, aspirations, attainment and progression to higher education in under- represented groups. The scope of outreach activity that will be delivered in 2016/17 is summarised in Table 3.2 (Appendix 1). The activity that was delivered in 2013/14 was used as the baseline by which the University will monitor its progress from 2015/16. The targets and milestones were set around the volume of key outreach activity that we intend to deliver. Where possible, an indication of the number of participants that will be reached has been given. Similar types of activity have been aggregated into appropriate groupings. The targets and milestones assume a sustained increase in demand for outreach activity from schools and colleges.

67 HESA Student and Qualifiers data tables. Table 13. UK domiciled HE students by level of study, sex, mode of study, first year identifier and ethnicity 2012/13 http://www.hesa.ac.uk/index.php/content/view/1973/239/ (Accessed April 2015 ) 68 Office for National Statistics 2011 census data http://www.ons.gov.uk/ons/guide-method/census/2011/index.html (Accessed April 2015)

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We estimate that in 2016/17, subject to evaluation and continuing demand, our programme will engage over forty targeted schools and colleges, at least eight of which we will be working with more intensively on progressive programmes. The reach of the programme will extend to an estimated 9,000 people, over 1,000 of whom will be participants in our collaborative primary school and GCSE tutoring programmes with the University of Bath.

4.2.2 Student success A retention working group has been convened to identify student behaviours and any student characteristics that seem to be associated with greater risk of withdrawal. A system has been developed within existing provision to identify and proactively direct students identified as being at risk of withdrawal to the appropriate support professionals. Both phases of this activity are identified as milestones. Referrals and outcomes will be monitored, while the service will be evaluated and reviewed each year.

4.2.3 Student progression The targets and milestones to measure student success are based on the impacts derived from our provision of employability and enterprise support. Our previous metrics were largely measuring our efforts and not our successes. We have removed some previous metrics, revised others based on evidence, and added new and more meaningful measures.

Section 5. Monitoring and evaluation arrangements

We will continue to monitor milestones and targets and review our evaluation strategy on an annual basis.

5.1 Monitoring The University has closely monitored application and recruitment data from 2012/13, especially those relating to under-represented groups. This will continue in 2016/17 and we plan to retain a degree of flexibility in the delivery of our outreach programmes to respond to future trends.

In addition to monitoring the University’s progress in widening access, student success and progression through HESA performance indicators, we will continue to monitor our progress, including that in undergraduate degree classification by student characteristics in relation to what we consider to be our peer institutions in the sector. As part of the work of the EDSG, monitoring arrangements are also in place for access, success and progression for the sections of our student body that belong to groups with protected characteristics identified under the Equality Act 2010.69

As a significant proportion of our undergraduate students who have agreed to share household income data through the HEBSS come from low-income households (in 2013/14, 61.9% of entrants come from households with incomes below £42,611, 44.4% below £25,000 and 34.6% below £17,000) we have not set targets and milestones based on low household income data. This applies equally to NCTL-funded PGCE ITT entrants, where typically 63% of entrants who have agreed to share household income data through HEBSS come from households with incomes below £50,200, 47% below £25,000 and 36% below £17,000. We will continue to monitor household income data and the uptake of our bursary schemes and hardship awards to assess their impact on recipients.

69 See https://thehub.bathspa.ac.uk/services/human-resources/equality-and-diversity/published- data/student-data (Accessed April 2015)

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We will continue to work with the Students’ Union, students and trainees to raise awareness of the awards and maximise uptake in those with an entitlement. The targeting of information about the Bath Spa University Bursary Scheme and TTF and the administration of the schemes will also be monitored and reviewed. This process will establish baseline data that will allow future targets and milestones to be formulated around the schemes.

Annual reports are prepared for the Vice Chancellor and the Deputy Vice Chancellor Provost on the work of the Widening Participation Office, Student Recruitment Team, Student Support Services and Careers, Employability and Enterprise which encompasses the University’s widening participation, student success and progression programmes and activities. Progress against the delivery of the measures set out in this Access Agreement will be reported to the Board of Governors and the Access Agreement Steering Group. External monitoring and reporting associated with this Access Agreement and the Widening participation Strategic Statement (WPSS) will be carried out as required by OFFA and Hefce.

As the responsibility for progress towards the targets and milestones set out in this Access Agreement is shared across the University, a working group oversees delivery and monitoring arrangements. Membership consists of key staff from Academic Schools, Departments and the Students’ Union. Annual reports on the uptake of Bath Spa University Bursary Scheme, TTF and hardship awards and progress in the three main strands of additional Access Agreement activity: outreach, student success and student progression, will be brought to this group.

5.2 Evaluation The University will continue to develop and refine its evidence-based approach to evaluation which will be used to critically review the targeting, uptake, impact and cost effectiveness of outreach programmes, bursaries and retention and student success measures, including those described in this Access Agreement. In 2014/15 a 3-year widening participation research and evaluation post was created to coordinate this work. Formative evidence informs the design, targeting and delivery of the programmes, while summative evidence measures its impact and assesses its value. A detailed description of quantitative data, including year-on-year HESA widening participation performance indicator and institutional data, that will be used to evaluate the long-term impact of activity is summarised in the University’s WPSS 2012/13.

The evaluation of outreach activity has been informed for a number of years by good practice from Aimhigher,70 Hefce,71 the evaluation toolkit developed for Hefce by Lancaster University,72 and latterly by the 2012 widening participation practitioner evaluation toolkit.73 The evaluation methodologies for student retention and student success (employability) have been developed independently of these toolkits, but share much in common with their approach.

70 Hatt, S. (2007) Measuring Success: a guide to evaluation for Aimhigher. Aimhigher evidence good practice group. https://www.heacademy.ac.uk/sites/default/files/AH_measuring_success.pdf (Accessed April 2015) 71 Widening participation strategic assessments: guidance on developing evaluative approaches to widening participation activities and commitments. Hefce circular letter 24/2010 72 Evaluating Capacity Building in widening participation practice. Centre for the Study of Education and Training (CSET). Lancaster University 2008 http://www.lancs.ac.uk/fass/events/capacitybuilding/toolkit/ (Accessed April 2015) 73 Higher Education Outreach to Widen Participation Toolkits for Practitioners: 4 Evaluation. Hefce, 2012

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The University’s Institute for Education Policy facilitates joint research projects between academic staff from the Institute and University widening participation practitioners, which provides opportunities for further reflection on evaluation practice. The following is an overview of short and medium term evaluation described by strand of activity.

5.2.1 Outreach Student Ambassadors and tutors The student ambassador and tutor training programme is monitored by student focus groups, individual workshop evaluation and a summative yearly evaluation. In the final training session, a workshop led by a careers advisor helps students to evaluate and reflect on their training, experiences and professional outreach practice to identify graduate-level transferable skills to help build confidence and raise aspiration as they enter the job market. Recent graduates are also invited to complete a questionnaire to evaluate the impact of training and employment in outreach roles on their employability.

Targeting of activity Since the end of the Aimhigher programme, the University’s outreach officers have continued to work with individual teachers and tutors in the schools and colleges in our core outreach programme to support and evaluate targeting strategies. Collaborative outreach activity in 2014/14 and 2015/16 will be targeted through WON.

Outreach activity Outreach activities are evaluated for their short, medium and long-term benefits depending on the nature of the activity and the level of targeting. The activity itself will continue to be evaluated by participants through a questionnaire, and where it is part of a programme of learner progression framework, with teachers and tutors by interview, and sometimes through parental questionnaires at the end of the academic year. Events and outreach programmes are also evaluated by student ambassadors, mentors and tutors through de-briefing sessions and focus groups.

Depending on the nature of our relationship with the particular school or college, in the medium term we will evaluate change in aspirations and attitude to learning, behaviour and commitment to learning and progression rates of pupils. In those schools and colleges where the University has mature links, we will work with widening participation coordinators to develop a range of quantitative and qualitative data to measure the impact of outreach programmes. Where appropriate, impact and success will be evaluated at the learner level up to the point of progression to level 3 or higher education, but where an individual has progressed to Bath Spa University, it will be possible to carry out a more comprehensive and long-term evaluation at learner level. We will also monitor overall recruitment from other schools and colleges that we work with, including those regional colleges that deliver Access to Higher Education Diploma courses.

The University is a subscriber to the Higher Education Access Tracker (HEAT) which provides the opportunity for a wider, more comprehensive long-term evaluation of our outreach activities.

Schools and Trust partnerships Overall school performance in key areas will be used in the long-term evaluation of formal academy and trust partnerships, but establishing a direct causal link between activity and outcomes is challenging. The University will monitor the nature and volume of activity with partners and work with school staff to evaluate outcomes.

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Collaborative activity From 2012/13 the University has worked with the University of Bath to develop a targeting and evaluation model for our joint outreach activities. In 2014/15 the University began working with partner institutions in the WON to develop a common evaluation framework for the Network’s joint outreach activity. The HEAT service provides the opportunity for a wider, more comprehensive long- term evaluation of our wider collaborative activity.

5.2.2 Financial support The targeting and uptake of the Bath Spa University Bursary Scheme, BSU AF and TTF will be monitored and their impact and that of the NSP and pre-2015/16 Bath Spa Bursary awards on recipients evaluated.

5.2.3 Student success The University’s Student Support Strategy is evaluated using a range of methodologies informed by the Association of Managers of Student Services in Higher Education (AMOSSHE) Value and Impact Toolkit.74 The uptake and outcomes of student support measures on students from targeted widening participation groups and those groups with protected characteristics are monitored and their impact evaluated. Withdrawal data are analysed annually and research on the early leaver cohort and later withdrawals is undertaken. A brief summary of monitoring and evaluation activity is provided in Table 6.0 (Appendix 1).

5.2.4 Student progression Activity in the area of employability is evaluated by a variety of stakeholders, including students, staff, graduates and employers. A range of short and medium term measures is summarised in Table 6.0 (Appendix 1). The evaluation strategy measures the impact and outcomes of targeted activities, and includes the development of a suite of medium-term student success ‘health indicators’ that go beyond simply measuring graduate progression and employment. The uptake of activity by students will be monitored to evaluate patterns of participation and to ensure equality of opportunity in accessing all areas of employability and enterprise provision. We will continue to evaluate our activities to ensure that timely, relevant and accessible provision is available across the student and graduate community.

5.2.5 National College for Teaching and Leadership funded ITT The University prepares an annual self-evaluation document (SED) that analyses the recruitment, retention, success and employment of ITT students in teaching posts. Future SEDs will continue to inform the monitoring and evaluation of the University’s Access Agreement.

Section 6. Provision of information to prospective students

The provision of timely, clear, appropriate and accessible IAG throughout the student-lifecycle is crucial to student success. Research suggests that those least satisfied with pre-entry careers IAG and those with the lowest sources of IAG prior to applying for higher education are more likely to withdraw before the completion of their course.75 If a student registers on the most suitable study programme to develop his or her potential and meet career aspirations, and knows how to access financial and other support, including good careers advice whilst in higher education, she or he is far more likely to succeed.

74 Value and Impact Toolkit. AMOSSHE, 2011 See http://www.amosshe.org/viptoolkit (Accessed April 2015) 75 Learning from Futuretrack: Dropout from higher education. BIS research paper 168. March 2014

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6.1 Fee and student financial support information Convincing prospective students and parents that higher education continues to be a worthwhile investment has been more challenging since the introduction of the new fee system in 2012/13, especially with those who may be from backgrounds where debt-aversion could have the greatest impact on participation. The 2013/14 HESA data shows that in recent years there has been a significant decline in part-time and mature first year enrolments at UK universities. It is essential to help people understand that finance is not necessarily an insurmountable barrier to entering higher education by providing high-quality, clear and accurate financial information, including costs and the financial support available, to enable students to make informed choices, especially at key transition points.

In 2016/17 we will build on our commitments set out in previous Access Agreements and continue to work with prospective young students, their parents and advisors and mature and part-time students to increase awareness and understanding of current fee regimes and student finance arrangements. We will continue to review and update financial IAG resources each year. Table 6.0 (Appendix 1) summarises how we will disseminate financial information and broader IAG at key points in the student life-cycle, and how we will evaluate the quality and delivery of our provision.

6.2 Broader information, advice and guidance Along with fee and student finance, broader IAG around areas such as student life, routes into higher education and careers, the UCAS process, accessing support, suitable resources for further information and specific IAG relating to Bath Spa University will be delivered as part of our pre-entry outreach programme.

Since 2012/13 the University has continued to receive an increase in the number of requests from schools and colleges for support at careers-based events. In response to this need, the careers IAG aspect of the University’s widening participation outreach programme underwent review and development in 2013/14 and offered an enhanced service in 2014/15 that was more tailored to the age group and activity. We will continue to evaluate and review the programme for delivery in 2016/17. We will make full use of the wide range of resources developed by the former AHWAP and WVLLN partnerships, including Careerpilot and Lifepilot, and other resources such as those that the Higher Education Liaison Officers Association (HELOA), Hefce and Student Finance England make available electronically. The University’s widening participation and careers teams will work closely to develop appropriate careers IAG and activities.

Workshops in key IAG areas, including student finance, form part of the University’s widening participation student ambassador core training for those who support our outreach activities with under-represented groups. In some pre-entry outreach IAG will be focused specifically on key transition points, such as Year 9 options events, Year 12 and the first term of Access to Higher Education Diploma courses. The WAPA sets out clearly the University’s commitment to providing Access Diploma students and their advisors with high-quality IAG to aid progression. Where we work collaboratively, especially to deliver outreach to pre-Year 9 age groups, activity will be supported by broad, generic IAG to encourage consideration of the full range of opportunities the sector can offer.

6.3 Information, advice and guidance supporting retention and success As described in sections 3.2.1 and 3.2.2, identifying students from under-represented backgrounds who may need IAG and referral to the appropriate support professionals was one of the new key measures that was put into place in 2012/13 and refined in subsequent years to improve student

Page | 28 success and progression. In 2016/17 we will continue to evaluate and review our approach. The range and delivery of student administration, welfare, finance and careers IAG are described in Table 6.0 (Appendix 1).

6.4 Information to UCAS and the Student Loan Company The University will continue to work closely with UCAS, the Student Loan Company (SLC) and Graduate Teacher Training Registry (GTTR) and provide robust data and the information needed to meet their requirements. We will supply course information to these agencies, meet attendance confirmation deadlines with the SLC in order to activate loans for students and will meet the moratorium date to release fee payment to the University. We will also fulfil our obligation to confirm changes in student circumstances.

Section 7. Consulting with students

The Students’ Union is represented throughout the governance structures of the University, including the Learning and Teaching Committee, the Bursary Award Group, the BSU AF/TTF Awards Panel and the Access Agreement Working Group. The financial support arrangements set out in this Access Agreement were designed in full consultation with the Students’ Union at Bath Spa University. Students’ Union officers will work with the student body to raise awareness of financial support and assist in gathering evidence to evaluate the impact of the arrangements to enable us to take an evidence-based approach in deciding future financial support packages.

Financial information for students concerning the Bath Spa University Bursary Scheme, BSU AF and TTF was tested with current students and the Students’ Union. The Students’ Union will also promote and help us evaluate the wider measures to support success and progression described in this Access Agreement. Through the Just V volunteering scheme, Students’ Union Officers work with the Widening Participation Office to enhance opportunities for student engagement with schools and colleges and the reach of our outreach programme. Student ambassador and tutor evaluations of the activities that we run through the outreach programme inform the annual review of the materials that we use and IAG resources.

Section 8. Equality and diversity

The measures set out in this Access Agreement have undergone an equality analysis informed by the University’s Equality and Diversity Policy.76 The Policy, based on the Public Sector Equality Duty within the Equality Act 2010, was developed by the Bath Spa University EDSG and representatives from our recognised Trade Unions. The University’s Widening Participation and Access Manager and representatives from the Students’ Union are members of the EDSG.

Bath Spa University works to avoid unlawful discrimination in all aspects of the student experience from pre-admission to employment.77 Our financial support packages are based on household income and awards are targeted at addressing socio-economic disadvantage. We encourage our partner schools and colleges to include those from groups with protected characteristics in our

76 https://thehub.bathspa.ac.uk/services/human-resources/equality-and-diversity/equality-policy (Accessed April 2015) 77 Ibid

Page | 29 widening participation outreach programme. We provide a range of pre-entry and transitional programmes for those from groups with protected characteristics, a comprehensive support package for all students on our courses and work to specifically encourage those with widening participation markers in their profile or from protected characteristics to engage with our careers and employability support programmes. We monitor the access, success and progression of students from groups with protected characteristics through the work of the EDGS.

Promoting and maintaining equality is the responsibility of everyone in our academic community. Through our training programme for the students who support our outreach programme and peer mentoring scheme, we work to develop positive attitudes to equality and diversity and an understanding of how their roles contribute to the University’s commitments under the Equality Act 2010.

Working in partnership The EDCG works with its counterparts at the University of Bath to coordinate and host an annual Joint Equality Forum. Each Forum is based around an equality and diversity theme and all staff and students are encouraged to participate in the event.

The University supports two regional Supplementary Schools, and works with one local authority’s services for young people to support young Lesbian, Gay, Bisexual and Transgendered (LGBT) in getting their needs addressed in schools and their wider community.

In 2012/13 Bath Spa University signed the Manifesto for Public Engagement, which represents a public commitment to sharing knowledge, resources and skills with the public and to listen to and learn from the expertise and insight of the different communities with which the University engages.78 Equality and diversity and widening participation has been built into the University’s public engagement project plan. The plan provides a framework for greater collaboration between the EDCG, Widening Participation Team, academic schools and Students’ Union and opportunities to engage with a wider range of people in the community from groups with protected characteristics.

78 National Co-ordinating Centre for public Engagement www.publicengagement.ac.uk (Accessed April 2015)

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Appendix 1 Supporting data

Table 2.1 Assessment of access record using HESA performance indicator data 2013/14 Bath Spa Location University Benchmark adjusted Relative performance against proportion (%) Bench sector average HESA Performance Indicator (%) mark (%) Table T1a. Young full-time first degree entrants  State schools 93.1 93.5 92.9 Similar to sector average  NS-SEC 4-7 34.6 34.9 32.6 Similar to sector average  Low participation neighbourhoods (POLAR3) 11.7 12.2 12.3 Similar to sector average

Table T1b. Young full-time undergraduate entrants  State schools 93.5 93.9 93.3 Similar to sector average  NS-SEC 4-7 34.8 35.6 33.3 Similar to sector average  Low participation neighbourhoods (POLAR3) 11.5 12.5 12.7 Similar to sector average

Table T1c. Young full-time other undergraduate entrants  State schools 97.7 97.3 97.6 Similar to sector average  NS-SEC 4-7 36.5 43.6 43.4 Similar to sector average  Low participation neighbourhoods (POLAR3) 9.7 17.8 16.9 Similar to sector average

Table T2a. Mature full-time undergraduate entrants a. First degree entrants  Percentage who are mature 19.0 -- -- No benchmark  No previous HE and low participation neighbourhoods (POLAR3) 9.3 9.2 9.8 Similar to sector average b. All undergraduate entrants  Percentage who are mature 20.9 -- -- No benchmark  No previous HE and low participation neighbourhoods (POLAR3) 10.9 10.5 11.6 Similar to sector average

Table T2b. Part-time undergraduate entrants a. Young  Percentage of part-time undergraduate entrants 0 -- -- No benchmark  No previous HE and low participation neighbourhoods (POLAR3) 0 0 -- (n < 20) b. Mature  Percentage of part-time undergraduate entrants 100 -- No benchmark  No previous HE and low participation neighbourhoods (POLAR3) -- -- (n = 20) Table T2c. Mature full-time other undergraduate entrants  Percentage who are mature 35.9 -- -- No benchmark  No previous HE and low participation neighbourhoods (POLAR3) 17.3 16.2 18.1 Similar to sector average

Table T7. Participation of students in receipt of a DSA Total England  Full-time first degree 11.6 8.6 -- 7.1  Full-time undergraduates 11.8 8.7 -- 7.1  Part-time undergraduates 11.5 11.9 5.1

Table 2.2 Assessment of ITT access record using TA performance profiles data based on a three year average (2009/10 to 2011/12)

TA Indicator Bath Spa University TA Relative performance proportion Sector Average against sector (%) (%) BME into ITT(all phases) 6.0 10.0 Worse than sector average

Men into Primary and Early Years ITT 17.0 15.0 Better than sector average

Students with disclosed disability into ITT (all phases) 8.0 7.0 Better than sector average

Data comparisons were made using TA census publication data from the TA performance profiles filtered for mainstream provision, ethnicity, course type, gender and disclosed disability. Data do not include BSTs returning due to referral, deferral or intercalation or TA non-refundable BSTs.

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Table 2.3 Assessment of student retention record using HESA performance indicator data 2013/14 for 2012/13 entrants Bath Spa University Benchmark Relative performance HESA Performance Indicator Proportion (%) against sector average (%) Table T3a. Non-continuation following year of entry: full-time first degree entrants a. Young entrants  Qualify or continue at same university 93.1 -- No benchmark  Not in HE 5.2 6.0 Similar to sector average b. Mature entrants  Qualify or continue at same university 94.4 -- No benchmark  Not in HE 5.2 10.3 Better than sector average c. All Entrants  Qualify or continue at same university 93.4 -- No Benchmark  Not in HE 5.2 6.8 Similar to sector average Table T3b. Non-continuation following year of entry: young first degree entrants a. From low participation neighbourhoods (POLAR3)  Qualify or continue at same university 93.5 -- No benchmark  Not in HE 4.5 6.9 Similar to sector average b. From other neighbourhoods (POLAR3)  Qualify or continue at same university 93.1 -- No benchmark  Not in HE 5.3 5.7 Similar to sector average Table T3c. Non-continuation following year of entry: mature first degree entrants a. Mature entrants with previous HE qualification  Qualify or continue at same university 95.5 -- No benchmark  Not in HE 4.5 9.1 Similar to sector average b. Mature entrants with no previous HE qualification  Qualify or continue at same university 93.0 -- No benchmark  Not in HE 6.2 11.9 Similar to sector average Table T3d. Non-continuation following year of entry: full-time other undergraduate entrants a. Young entrants  Qualify or continue at same university 90.8 -- No benchmark  Not in HE 7.8 12.3 Similar to sector average b. Mature entrants  Qualify or continue at same university 93.3 -- No benchmark  Not in HE 6.7 11.6 Similar to sector average c. All Entrants  Qualify or continue at same university 91.7 -- No benchmark  Not in HE 7.4 12.1 Similar to sector average Table T3e. Non-continuation two years following year of entry: part- time first degree entrants a. Entrants aged 30 and under  Qualify or continue at same university -- -- No benchmark  Not in HE -- -- (n < 20) b. Entrants aged over 30  Qualify or continue at same university -- -- No benchmark  Not in HE -- -- (n < 20) Table T5. Projected learning outcomes: full-time students starting first degree courses  Projected 85.9 84.1 Similar to sector average  Neither award nor transfer 6.6 8.9 Similar to sector average

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Table 2.4 Assessment of student retention and success using TA performance profiles based on a three year average (2009/10 to 2011/12) TA Bath Spa University Sector Average Relative performance TA Award of QTS Proportion 2010/11 against sector (%) (%) All students (all phases) 89.0 89.0 Similar to sector average

BME into ITT(all phases) 77.0 80.0 Worse than sector average

Men into Primary and Early Years ITT 17.0 15.0 Better than sector average

Students with disclosed disability into ITT (all phases) 84.0 83.0 Better than sector average

Data comparisons were made using general profiles from the TA performance profiles filtered for mainstream provision, final year, ethnicity, course type, gender, disclosed disability and award of QTS.

Table 2.5 Assessment of student success and progression records using HESA performance indicator and Destination of Leavers from Higher Education data 2012/13 Bath Spa University HESA Performance Indicator Proportion Benchmark Relative performance (%) (%) Table E1a Employment Indicators: Leavers obtaining first degrees from full-time courses  Working or studying 93.8 92.4 Similar to sector average Table E1b Employment Indicators: Leavers obtaining first degrees from part-time courses No benchmark  Working or studying -- -- (n = 20) Table E1c Employment Indicators: Leavers obtaining other undergraduate qualifications from full-time courses  Working or studying 98.0 96.0 Similar to sector average Table E1d Employment Indicators: Leavers obtaining other undergraduate qualifications from part-time courses  Working or studying 98.4 97.3 Similar to sector average HESA Destination of leavers from higher education (DLHE)  Percentage of BSU UK domiciled respondents in professional and Worse than comparator managerial graduate level FT/PT employment based on DLHE group average for all leavers professional and management employment (2013 leavers) 60.8 -- 70.7% CUG Graduate Prospects 2015  Percentage of UK full-time students gaining first degrees in 55.4 -- Worse than comparator professional and managerial graduate level employment or further group average study (based on 2013 leavers) 59.6%

Table 2.6 Student Progression. Destination profiles: Leavers from ITT with QTS employed in a teaching post based on a three year average (2009/10 to 2011/12)

Bath Spa University TA Relative performance TA Indicator proportion Sector Average against sector (%) (%) BME into ITT(all phases) 63.0 73.0 Worse than sector average

Men into Primary and early Years ITT 16.0 16.0 Same as sector average

Students with disclosed disability into ITT (all phases) 77.0 79.0 Worse than sector average

Data comparisons were made using general profiles from the TA performance profiles filtered for mainstream provision, employment status, ethnicity, course type, gender, disclosed disability, final year and award of QTS.

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Table 3.2 Summary of pre-entry outreach activity Target group Activity Pre-16  Primary school programme (can include parents/carers) School learners  Generic aspiration-raising campus-based days  Subject-specific campus based days, either tied into 14-19 curriculum or to raise awareness of how subjects are taught at university  Campus-based higher education awareness-raising roadshows  School-based activity including higher education roadshows, Year 9 option and career- based events  School-based revision and study skills sessions  School-based subject enrichment sessions  School-based mentoring programme  Joint school-based GCSE tutoring scheme with the University of Bath  Non-residential summer school exploring entry to careers in the professions Parents  Campus-based parent information evening  School-based parent information evenings Community  Generic campus-based days for BME groups learners  Collaborative regional children in care outreach programme  Outreach programme with SCSN to raise awareness and aspiration Parents  Community-based parent IAG events Post-16  Generic campus-based visit days School and  Subject-specific campus days or school/college based sessions, either supporting college-based curriculum or awareness of how subjects are taught at university learners.  Subject-based VI form conferences Targeted  Shadowing undergraduate students outreach work is  Finance and UCAS IAG sessions aimed primarily  Revision and study skills sessions at those on  Extended Project support applied and  Joint events with HE/FE students delivering subject-based events for pre-16 learners vocational  School/college-based career fairs and UCAS fairs level 3 courses  Regional collaborative subject-based pathways into graduate careers conference

programme Parents  Campus-based parent information sessions  School-based parent IAG evenings Adult learners  Dedicated first point of contact for pre-entry enquiries  Drop-in sessions at open days  Provision of high-quality and accessible IAG for Access to Higher Education Diploma learners  Outreach IAG visits to Access courses  Annual Access Student Conference  Bespoke campus visits for mature and Access learners  Subject-based and study skills support for Access Diploma coursework  Males into primary ITT taster course  People from BME groups into ITT taster course Transitional  Pre-entry study skills programme for adult learners support  Pre-entry PGCE ITT introductory programme  Early induction programme for students disclosing a disability  All undergraduate students to be offered a peer mentor  Peer mentoring programme to be developed for PGCE ITT entrants  Extended induction programme for all students  Peer-assisted learning  Programme for Foundation degree students entering Year 3 Honours programme

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Table 3.3 Students from state-funded mainstream schools in 2011/12 who entered an A Level or equivalent qualification and who progressed to higher education in 2012/1379

From national Place UK Higher Top Oxford or Russell All Other ranking of from Local Education third Cambridge Group other HE 147 with bottom Authority Institution UK (%) including HEIs provider data (HEI) HEI Oxbridge (%) (%) (%) (%) (%) All England 56 23 1 15 33 1 South West 47 19 1 14 26 2 1 147 Newham( I London) 75 25 x 13 50 x 102 46 Bournemouth 52 25 2 17 22 4 111 37 Poole 52 22 1 15 26 3 115 33 Torbay 52 30 2 23 22 1 116 32 Wiltshire 52 26 2 20 25 1 118 30 Gloucestershire 51 24 2 18 26 1 121 27 Plymouth 50 15 1 12 33 2 124 24 North Somerset 49 21 1 15 27 1 131 17 S. Gloucestershire 47 14 1 10 31 2 132 16 Swindon 47 14 1 10 31 x 133 15 Bath & NE Somerset 46 19 1 14 26 1 136 12 Cornwall 45 11 1 8 32 2 138 10 Dorset 44 17 1 11 25 3 139 9 Somerset 44 19 1 14 23 2 142 6 Devon 39 16 1 11 23 1 143 5 City of Bristol 36 14 2 11 21 1 x data suppressed n<6

Table 3.4 HESA performance indicators and benchmarks for undergraduate entrants 2007/08 to 2013/14 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 Number Number Number Number Number Number Number Percentage Percentage Percentage Percentage Percentage Percentage Percentage HESA Performance Indicator Location Location Location Location Location Location Location Adjusted Adjusted Adjusted Adjusted Adjusted Adjusted Adjusted B/M B/M B/M B/M B/M B/M B/M Total full-time undergraduate entrants 1,720 1,945 2,155 2,175 2,180 1,845 1,860 Total full-time young undergraduate entrants 1,240 1,435 1,510 1,595 1,680 1,450 1,470 Total full-time mature undergraduate entrants 480 510 645 580 500 395 390 Young full-time undergraduate entrants 1,115 1,335 1,400 1,490 1,550 1,400 1,440 from state schools and colleges 95.2% 95.3% 94.7% 94.9% 93.9% 94.7% 93.5% 90.5% 92.3% 92.8% 93.0% 92.6% 93.4% 93.3% Young full-time undergraduate entrants 320 455a 505 635 635 535 420 from NS SEC 4, 5, 6 & 7 30.4% 34.9% 36.9% 42.7% 38.9% 39.9% 34.8% 31.0% 35.1% 31.7% 32.5% 32.1% 33.9% 33.3% Young full-time undergraduate entrants 150 115 185 180 170 from low participation neighbourhoods -- -- 10.1% 8.9% 11.0% 12.4% 11.5% (POLAR3) 11.4% 11.1% 12.0% 13.4% 12.7% Young full-time undergraduate entrants 115 125 145 145 165 155 150 from low participation neighbourhoods 9.2% 8.9% 9.7% 9.1% 9.8% 10.8% 10.5% (POLAR2) 10.1% 10.2% 10.6% 10.5% 10.7% 11.9% 11.4% Mature full-time undergraduate entrants 70 70 50 40 40 with no previous higher education and low -- -- 10.6% 12.0% 10.4% 9.9% 10.9% participation neighbourhoods (POLAR3) 10.5% 11.6% 12.0% 10.4% 11.6% Mature full-time undergraduate entrants 35 60 65 55 55 35 40 with no previous higher education and low 13.0% 11.4% 10.0% 10.0% 11.3% 9.6% 10.2% participation neighbourhoods (POLAR2) 13.8% 13.1% 9.5% 9.6% 9.8% 9.3% 9.9% Full-time undergraduate students in receipt 355 375 410 460 565 585 575 of Disabled Students’ Allowance 8.4% 8.2% 8.4% 9.0% 10.8% 11.8% 11.8% 5.8% 5.9% 6.0% 6.6% 7.4% 8.3% 8.7% a UCAS question modified in this year for one year only

79 See footnote 19

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Table 3.5 Retention: percentage of those who continue or qualify at Bath Spa University following year of entry 2001/02 to 2012/13 HESA Performance Indicator Category 2001/02 2012/13 (%) (%) T3a Non-continuation following year of entry: full-time Young entrants 88.3 93.1 first degree entrants (continue or qualify at BSU) Mature entrants 84.7 94.4 All entrants 87.2 93.4 T3b Non-continuation following year of entry: young LPN neighbourhoods 89.91 92.62 first degree entrants (continue or qualify at BSU) Other neighbourhoods 87.71 93.22 T3c Non-continuation following year of entry: mature With previous HE 92.6 95.5 first degree entrants (continue or qualify at BSU) No previous HE 83.8 93.0 T3d Non-continuation following year of entry: full-time Young entrants 83.2 90.8 other undergraduate entrants (continue or qualify at Mature entrants 74.5 93.3 same institution) All entrants 80.7 91.7 1Super profiles data80 2 POLAR2 data

80 HESA super profiles low participation data https://www.hesa.ac.uk/pis/09/10/noncon (Accessed April 09 2015)

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Table 6.0 Summary of provision of financial information and IAG for applicants, students and supporters Activity Audience When Information Monitoring and included evaluation Printed prospectus Prospective full- and part- Spring of year prior to Fees, aggregate cost of Feedback from HEI On-line prospectus time applicants, schools, admission tuition, BSU Bursary colleagues, BSU and University student colleges and advisors Scheme, BSU AF, grants, external students on finance web-pages loans and SLC, other clarity of information sources of funding, living costs, accommodation, Student Support Services, money tips Printed student Prospective full-and part-time Updated annually, used Fees, BSU Bursary Evaluated as part of on- finance booklet and applicants, schools, colleges, at all Open Days, campus Scheme, BSU AF, grants, going Student Support quick guides parents, supporters and visit days and outreach loans and SLC, other Services evaluation advisors events with post-16 sources of funding, living programme – including learners and adults costs, accommodation, feedback from student Student Support union Services, money tips Website Prospective full- and part- Newest prospectus Key facts, costs, sources Number of visits, Prospectus time applicants, schools, updated when available of funding, sample monitoring of follow-up colleges and advisors budgets, contact info enquiries, feedback from Student Support Most recent information and links to advisors, HEI colleagues and Services pages New and continuing students for all year cohorts support available, well- student focus groups uploaded when available being, medical services, peer support network, links to external sites Updating UCAS Prospective full- and paret- Information updated Detailed information Reviewed each year website and entry time applicants, schools, ready for each UCAS including contact details, profiles colleges, parents, supporters cycle links back to BSU and advisors website and finance pages, entry profiles and course information Open days and Prospective full-and part-time Subject-based follow-up Student Support Services Feedback questionnaire follow-up campus applicants, schools, colleges, campus visits in finance and welfare staff from attendees and visit days parents and supporters March/April for those sessions and 1to1 debriefing sessions with considering our offer consultations staff ITT General Prospective full- and part- Morning/evening events Entry criteria, fees, TTF, Feedback from HEI recruitment events time PGCE ITT applicants on campus and off- BSU AF, SLC, other colleagues, BSU and campus venues around sources of funding, living external students on region costs, accommodation, clarity of information support and career prospects Subject Prospective applicants to ITT Evening on campus Entry criteria, fees, TTF, Feedback from enhancement Open who need to boost subject BSU AF, SLC, other consortium colleagues, evening (Maths, knowledge in key shortage sources of funding, living BSU and external Physics, MFL) areas costs, accommodation, students on clarity of support and career information prospects PATH website – the Prospective BME PGCE ITT Routes into teaching, Monitoring number of legacy of the applicants finance, application IAG, hits on website consortium of ITT career prospects providers in the south west region

Applicant enquiry Prospective full-and part-time All year Response to full range of Feedback from service, direct applicants, mature individual enquiries, prospective staff, admissions enquiry applicants, schools, colleges, including fee issues, students, parents and lines – telephone parents, supporters and student finance, support supporters and e-mail. advisors and sources of IAG. Can include referral to Dedicated mature relevant service Feedback from and Access first professionals, direction prospective students point of contact to useful websites and college tutors Schools liaison Years 11, 12 and 13 students Throughout school and Tailored programme of Evaluation from young Careers fairs college academic year events around student people and teachers Campus visits finance, general IAG and UCAS applications

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Table 6.0 Continued (1) Activity Audience When Information Monitoring and included evaluation Student Student ambassadors and Autumn each year as Most current student Evaluation from student ambassador and mentors receive finance part of structured finance information ambassadors and mentor training training to facilitate sessions training programme including fees, BSU mentors, plus evaluation around costs and benefits of Bursary, grants, loans of finance activities by higher education etc. Familiarisation with teachers and young finance and general IAG people participating in resources and activities outreach events Widening Young people from 10 – 19 Throughout school and Finance-based and Evaluation from young participation college academic year general HE IAG activities people and teachers outreach ranging from short Q&A sessions, quizzes, Schools and budgeting activities, campus-based board games, talks and programmes workshops - tailored to age group and event School-based Parents, carers, teachers and Throughout school and Bespoke sessions – can Evaluation from young parent events young people from local college academic year include student people and teachers widening participation target ambassadors talk, schools and colleges workshops, presentation or sessions with Student Support Service staff On-site parent Parents, carers, teachers and Spring term UCAS, welfare and Evaluation from young event young people from local WP student finance people and teachers target schools and colleges delivered by Student Support Services Access outreach Access to Higher Education Outreach visits as Entry requirements, Tutor evaluation including annual students and tutors requested UCAS and finance. Access to Higher Handouts including BSU Education Student service addresses and Delegate evaluation Conference useful finance websites

Annual conference in Session on finance and January welfare from Student Support Services staff Workshop days All Age Careers Service Summer term Student finance, UCAS Event delegate advisors, teachers, tutors and applications, BSU- evaluation other supporters specific information Pre-registration and New students Early September and e-mail directing students Evaluation from staff welcome reminder in mid- to Registration web and student survey information September pages and Student Portal. Links to all Returning students Several e-mails sent required information from mid-September to including finance start of Welcome Week Student Support Services Drop-in and virtual Pre-entry and current Throughout the year Finance, welfare and University-wide single point of entry students disability support and evaluation programme – students assessed advice in place – qualitatively and directed to evaluate student relevant advisor experience to inform future service delivery Casework Pre-entry and current Throughout year Finance and welfare developments students support and advice

Money doctor Current students Termly Finance IAG clinics

Financial health Current students Termly Finance IAG checks Finance Services Current students, parents All year service Financial help and Evaluation included in Telephone, e-mail guidance relating to student survey and counter service fees, payments and NSP

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Table 6.0 Continued (2) Activity Audience When Information Monitoring and included evaluation Student Prospective and current All year service IAG on all aspects of Evaluation included in Administration students, alumni, academic student and course student survey Services staff and parents administration

Telephone, e-mail and counter service Bath Spa plus Current students Open during term time Offers advice on Student and employer Jobshop student employment. Works satisfaction surveys employment with local employers to service provide students with opportunities to access financial support through casual work or placement opportunities Bath Spa Award Current students Open during term time Sandwich year Student and Careers service placements, curriculum- employment satisfaction IAG Early graduate students Up to six months after based work placements, surveys graduation accreditation for work Supporting experience outside of work placements Graduate students Up to three years after term time, internships graduation Supporting transition into workplace

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Appendix 2

Examples of collaborative activity and networks

1. Widening Participation, equality and diversity

National collaborations and networks

In Care In School  Bath Spa University  B&NES Virtual School  B&NES Young People In Care Council  ASDAN  Buttle UK  The Who Cares? Trust  PSHE Association  Off the Record  VisionWorks  NUT

Action on Access

Forum for Access and Continuing Education

National Care-Leavers’ Group

National Mentoring Managers’ Group

Regional collaborations and networks

South west region AVA Higher Education Access Committee Membership consists of AVA Access staff, a selection of higher education institutions, further education colleges and independent members involved in Access to Higher Education Diploma provision, moderation and higher education providers across the south west region.

Lifepilot/Career Pilot collaborative partners (as of April 2015)  University of Bath (coordinating institution)  Arts University Bournemouth  Bath Spa University  University of Bournemouth  University of Bristol  University of Exeter  Falmouth University  University of Gloucestershire  University of Plymouth  Royal Agricultural University  University of St Mark & St John  University of the West of England

South Widening Participation Practitioners Network Forum  open to all universities in the south of England

Universities South West Widening Participation Group  Universities South West  Arts University Bournemouth  Bath Spa University  University of Bath  University of Bournemouth  University of Bristol  Cornwall University College  University of Exeter  Falmouth University  University of Gloucestershire  Open University  University of Plymouth  Royal Agricultural University  University of St Mark & St John  University of the West of England

Western Access Progression Agreement Steering Group  Bath Spa University (coordinating institution)  Director of Access, south west region AVA  University of Bath  University of Bristol  University of Exeter  University of Gloucestershire  Open University  University of Plymouth  University of the West of England  open to all universities in south west England

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Sub-regional collaborations and networks

Western Opportunities Network (funding from 2014/14 to 2015/16) • Bath Spa University • University of Bath • University of Bristol • University of the West of England • Bath College • Bridgwater College • City of Bristol College • Hartpury College •Weston College • Yeovil College

Children in Care Network As of March 2013, planned to expand across south west region and include further education colleges  University of the West of England (coordinating institution)  Bath Spa University  University of Bath  University of Bristol  regional Virtual Heads groups

Western Vocational Progression Consortium Board  University of Bath (lead institution)  Bath Spa University  University of Bristol  Open University  University of Gloucestershire  Royal Agricultural University  University of the West of England  wider Consortium membership includes all university partner further education colleges

Local collaborations and networks

Bath Education Trust  Bath Spa University  University of Bath  Bath College  Rotork Engineering  Selected City of Bath schools

B&NES Widening Participation Coordinators Group  Bath Spa University  University of Bath  Bath College  seven secondary schools

2. Student Success (Employability)

Bath Chamber of Commerce This is a core partnership that forges links and enables networking between the University and the local business community to maximise student work placement and internship opportunities and ensures that the University and our students continue to play an active role in the economic development of the City.

Bath Spa University Enterprise Society The Society works to encourage enterprise and business start-ups with Bath Spa University students. B&NES Regeneration, Employment & Skills sit on the board.

B&NES Learning and Skills Partnership This strategic partnership coordinates local support for learning and employment training and skills acquisition for target groups including mature learners and people from BME groups.  Bath Spa University  University of Bath  Bath College  representation from various B&NES Departments  Job Centre Plus  B&NES Black Families Education Support Group  West of England LEP

Creative Bath Creative Bath was set up to promote the creative sector within the City of Bath. This strategic partnership brings the University’s creative talent closer to the professional sector in our local area and offers networking opportunities for student placements, industry mentoring and business support.

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West of England Local Enterprise Partnership (LEP) This is a collaborative partnership of universities, colleges, government departments and agencies, local authorities and business organisations. The LEP aims to promote collaborative working across four regional universities to promote the growth of key business sectors, drive innovation and creativity, skill the workforce to meet the needs of the region, retain existing talent and assist business start-up and growth. The Graduate Utilisation Group works to forge links between universities and business across the sub-region. The Creative Sector sub-group aims to address the needs of the creative media sector through collaborative working.  Bath Spa University  University of Bath  University of Bristol  University of the West of England  Bath College  City of Bristol College  Weston College  South Gloucestershire and Stroud College  Western Training Provision Network  four local authorities  Business West  Confederation of British Industry  Federation of Small Businesses  BIS  Institute of Directors  nine further government departments or agencies

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Appendix 3

Glossary of abbreviations

AHWAP Aimhigher West Area Partnership AMOSSHE Association of Managers of Student Services in Higher Education AVA Access Validating Agency B&NES Bath and North East Somerset BIS Department for Business, Innovation and Skills BME Black, minority and ethnic BSU Bath Spa University BSU AF Bath Spa University Access Fund (for students experiencing financial hardship) BSU TTF Bath Spa University Trainee Teacher Fund (for ITT students experiencing financial hardship) CBI Confederation of British Industry CEIAG Careers education information, advice and guidance DFE Department for Education EDSG Bath Spa University Equality and Diversity Steering Group EKEN External Knowledge Exchange Network EPIP Bath Spa University Education Policy in Practice HEA Higher Education Academy HELOA Higher Education Liaison Officers Association HEBSS Higher Education Bursaries and Scholarship Scheme HESA Higher Education Statistical Agency IAG Information, advice and guidance ITT Initial Teacher Training LEP West of England Local Enterprise Partnership LPN Low participation neighbourhoods as defined by super profiles, POLAR2 or POLAR3 data NCTL National College for Teaching and Leadership NACUE National Consortium of University Entrepreneurs NEET Not in Education, Employment or Training NSP National Scholarship Programme OFSTED The Office for Standards in Education, Children's Services and Skills PGCE Postgraduate Certificate in Education QTS Qualified Teacher Status SCSN Service Children Support Network SLC Student Loans Company SSG Special Support Grant SWPPN South Widening Participation Practitioners Network

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TA/TDA Teaching Agency/Training and Development Agency for Schools TTF Bath Spa University Trainee Teacher Fund USW Universities South West VLN Vocational Learning Network WAPA Western Access Progression Agreement WON Western Opportunities Network WPSS Widening Participation Strategic Statement WVLLN Western Vocational Lifelong Learning Network WVPC Western Vocational Progression Consortium

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Table 7 - Targets and milestones

Institution name: Bath Spa University Institution UKPRN: 10000571

Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body

Is this a Yearly milestones (numeric where possible, however you may use text) Reference Description Commentary on your milestones/targets or textual description where numerical description is Please select target type from the drop-down menu collaborative Baseline year Baseline data number (500 characters maximum) not appropriate (500 characters maximum) target? 2015-16 2016-17 2017-18 2018-19 2019-20

Other (please Young full-time degree entrants. Target and milestones were calculated on rolling give details in Lifting of student number control from 2015/16 makes it difficult to predict any impact this and T16a_01 HESA T1a - Low participation neighbourhoods (POLAR3) (Young, full-time, first degree entrants) No 11.8% 12.0% 12.5% 13.0% 13.5% 14.0% average of data from 2012/13 to 2013/14. Description the drive to widen access across the sector might have on future recruitment. column) Other (please All undergraduate BME entrants. Target and milestones were calculated on rolling give details in Lifting of student number control from 2015/16 makes it difficult to predict any impact this and T16a_02 Other statistic - Ethnicity (please give details in the next column) No 7.9% 8.0% 8.5% 9.0% 9.5% 10.0% average of internal data from 2012/13 to 2013/14. Description the drive to widen access across the sector might have on future recruitment. column) Other (please Mature full-time degree entrants. Target and milestones were calculated on rolling give details in Lifting of student number control from 2015/16 makes it difficult to predict any impact this and T16a_03 HESA T2a - (Mature, full-time, first degree entrants) No 19.0% 19.5% 19.9% 20.4% 20.7% 21.0% average of data from 2012/13 to 2013/14. Description the drive to widen access across the sector might have on future recruitment. column)

This target and the milestones were calculated on the previous 2 year pattern of recruitment since the introduction of higher tuition fees and the assumption that there will be no overall Other (please increase or decrease in trainee numbers. While considerably below the sector average, at PGCE ITT (All Phases) BME entrants. Target and milestones were calculated on give details in T16a_04 Other statistic - Ethnicity (please give details in the next column) No 4.6% 4.9% 5.2% 5.5% 5.8% 6.0% 4.6% the percentage of trainees from BME backgrounds on NCTL -funded PGCE courses at rolling average of internal data from 2012/13 to 2013/14. Description the University is marginally above that of the south west region at 2.8%. At this stage it is column) difficult to predict any impact the future implementation of Government ITT policy might have on our allocated trainee numbers or recruitment.

This target and the milestones were calculated on the previous 2 year pattern of recruitment Other (please since the introduction of higher tuition fees and the assumption that there will be no overall PGCE ITT (Primary) male entrants. Target and milestones were calculated on rolling give details in T16a_05 Other statistic - Gender (please give details in the next column) No 21.0% 21.4% 21.8% 22.2% 22.6% 23.0% increase or decrease in trainee numbers. At this stage it is difficult to predict any impact the average of internal data from 2012/13 to 2013/14. Description future implementation of Government ITT policy might have on our allocated trainee numbers column) or recruitment. Other (please Qualify or continue at same university. Target and milestones were calculated on rolling give details in T16a_06 HESA T3a - No longer in HE after 1 year (Young, full-time, first degree entrants) No 93.2% 93.4% 93.7% 94.0% 94.3% 94.5% average of data from 2010/11 to 2012/13. Description column) Other (please HESA T3b - No longer in HE after 1 year & in low participation neighbourhoods (POLAR 3) (Young, full-time, first Qualify or continue at same university. Target and milestones were calculated on rolling give details in T16a_07 No 92.4% 92.6% 92.8% 93.0% 93.2% 93.4% degree entrants) average of data from 2010/11 to 2012/13. Description column) Other (please Qualify or continue at same university. Target and milestones were calculated on rolling give details in T16a_08 HESA T3c - No longer in HE after 1 year & no previous HE qualification (Mature, full-time, first degree entrants) No 89.3% 90.5% 91.0% 91.5% 92.0% 92.5% average of data from 2010/11 to 2012/13. Description column) Other (please Student retention and success as measured by gaining QTS. Target and milestones give details in T16a_09 Other statistic - Completion/Non continuation (please give details in the next column) No 88.5% 88.6% 88.7% 88.8% 88.9% 90.0% were calculated on rolling average of internal data from 2012/13 to 2013/14. Description column) HESA E1a Emplyment Indicators: Leavers obtaining first degree from full-time courses. T16a_10 Other statistic - Progression to employment or further study (please give details in the next column) No 2012-13 93.8% 94.5% 95.0% 95.5% 95.8% 96.0% Employment including further study. HESA Destination of Leavers from Higher Education: percentage of UK domiciled full- T16a_11 Other statistic - Progression to employment or further study (please give details in the next column) No 2012-13 55.4% 56.0% 56.5% 57.0% 58.0% 59.0% time respondents in graduate level employment.

Notes

Alongside applicant and entrant targets, we encourage you to provide targets around outreach and student success work (including collaborative work where appropriate) or other initiatives to illustrate your progress towards increasing access, student success and progression. These should be measurable outcomes ‐based targets and should focus on the number of beneficiaries reached by a particular activity/programme or the number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities.

Table 7b - Other milestones and targets.

Is this a Yearly milestones (numeric where possible, however you may use text) Reference Description Commentary on your milestones/targets or textual description where numerical description is Please select target type from the drop-down menu collaborative Baseline year Baseline data Number (500 characters maximum) not appropriate (500 characters maximum) target? 2015-16 2016-17 2017-18 2018-19 2019-20

The Steering Group sets terms of reference and reporting pathway in Universioty governance University-wide strategic steering group monitors and evaluates progress towards the structure. The Group meets at least once per term to monitor progress towards delivery T16b_01 Management targets delivery of the measures, targets and milestones set out in this and future Access No 2015-16 against milestones, receive annual monitoring and evaluation reports and review the Access Agreements. Agreements asrequired by OFFA in the subsequent years. Sub-groups are formed from membership to collaborate on specific tasks or projects such as evaluation.

The Student Experience Advisory Group strategically manages all aspects of improving the T16b_02 Management targets University Student Experience Advisory Group. No 2015-16 student experience, including the additional retention and success measures described in this Access Agreement. Working with partner school or college coordinators to establish a framework, ideally The total number of participants will vary year on year, but we aim to continue work with based on a Learner Progression Framework model and HEFCE targeting guidelines, in schools or colleges to build progressive programmes of activites for their targeted cohorts of T16b_03 Strategic partnerships (eg formal relationships with schools/colleges/employers) Yes 2013-14 10 11 12 12 12 12 which to deliver sustained, progressive, targeted and evaluated programme of outreach pupils to raise aspiration to higher education and attainment to promote progression alongside activity. Target expressed as number of institutions. provision of high-quality IAG to inform choices.

The total number of participants will vay year on year. We aim to provide knowledge Build outreach programmes based on learner progression framework model for partner exchange, learning and teaching, curriculum enrichment, professional development for staff, T16b_04 Strategic partnerships (eg formal relationships with schools/colleges/employers) academy and trust schools. Target expressesd as number of events per institution per Yes 2012-13 4 5 5 5 5 5 leadership and governance and build progressive programmes of activites for their targeted year. cohorts of pupils to raise aspiration to higher education and attainment to promote progression alongside provision of high-quality IAG to inform choices.

The Western Access Progression Agreement is a partnership of regional HEIs that work Sustaining the work of the Western Access Progression Agreement Steering Group in T16b_05 Strategic partnerships (eg formal relationships with schools/colleges/employers) Yes 2015-16 3 3 3 3 3 3 together to bring greater clarity, coherence and certainty to progression opportunities for the south west region. Target expressed as number of meetings. Access to Higher Education learners in the region

Collaborate with Bath Spa University to provide university student tutors to provide classroom Deliver GCSE tutoring in target schools in collaboration with the University of Bath. support in complementary GCSE subject areas in B&NES Schools. As part of this T16b_06 Outreach / WP activity (collaborative - please give details in the next column) Yes 2015-16 1,500 1,500 1,500 1,500 1,500 1,500 Target expressed as number of pupils. programme we provide student tutors in English, History and Geography. We work together with the University of Bath to evaluate the programme.

Collaborate with Bath Spa University to provide university student tutors to provide classroom Deliver GCSE tutoring in target schools in collaboration with the University of Bath. support in complementary GCSE subject areas in B&NES Schools. As part of this T16b_07 Outreach / WP activity (collaborative - please give details in the next column) Yes 2015-16 60 60 60 60 60 60 Target expressed as number of tutors. programme we provide student tutors in English, History and Geography. We work together with the University of Bath to provide joint staff development and tutor training sessions.

We work collaboratively with local and regional HEIs to jointly expand the reach and volume Provide a programme of activities to support children in care and care-leavers working of this work. We work with young people, their carers and professional support workers. The T16b_08 Outreach / WP activity (collaborative - please give details in the next column) with local and regional HEIs and colleges to support young people and local authority Yes 2013-14 8 9 10 10 10 10 University currently works with three local authority teams in the region. The total number of care teams in the region. Target expressed as number of meetings. participants per event is variable.

Primary programme. Consists of three sessions, two school-based and one on We will collaborate with regional HEIs to prevent duplication of events in same schools. T16b_09 Outreach / WP activity (collaborative - please give details in the next column) campus, although we offer schools flexibility. We collaborative programme with the Yes 2014-15 9 10 10 10 10 10 There are usually between 20 to 30 pupils in each prgramme. University of Bath. Target expressed as number of programmes. Programme of targeted aspiration-raising generic campus visit days based around T16b_10 Outreach / WP activity (other - please give details in the next column) No 2015-16 24 25 25 25 25 25 The average number of participants per event is approximately 40. student life and finance IAG. Target expressed as number of events. Subject-based events. Curriculum-based and university subject taster sessions. The average number of participants per event is approximately 25-30, depending on the T16b_11 Outreach / WP activity (other - please give details in the next column) No 2015-16 14 15 20 20 20 20 Target expressed as number of events. subject and nature of the event.

The number of participants per event is variable depending on the nature of the event, can School and college based aspiration and attainment-raising events with young people. T16b_12 Outreach / WP activity (other - please give details in the next column) No 2015-16 23 25 25 25 25 25 range from HE roadshows for targeted groups of 50, to career-fairs for whole year groups or Target expressed as number of events. a number of different year groups in the area.

Increasingly partner schools and colleges are requesting us as leading ITT providers in the region to support careers events by offering IAG about pathways into the teaching profession for both pre-and post-16 students. This target is in addition to the outreach work we already Promoting access to the professions to young people from WP backgrounds. Target T16b_13 Outreach / WP activity (other - please give details in the next column) No 2015-16 5 6 7 10 10 10 carry out around pathways into the teaching profession with learners on Access to Higher expressed as number of events. Education Diploma courses. We also run a number of programmes and a summer school around accessing the professions associated with our particular portfolio of academic provision.

The taster course is an opportunity for men to consider whether teaching in a Primary or Promoting men into into Primary and Early Years 2-day taster course. Target Early Years setting is the right career for them. The taster course is delivered over two days T16b_14 Outreach / WP activity (other - please give details in the next column) No 2015-16 18 19 20 21 22 23 expressed as number of participants. by ITT tutors and includes one day in school and practical IAG on pathways into the teaching profession.

This is an indication of minimum activity and includes planned activity such as the Annual Access Student Conference, demand-led activity such as outreach visits to colleges and Outreach work with Access to Higher Education Diploma and mature students. Target community organisations and our transitional summer school. It is difficult to predict the T16b_15 Outreach / WP activity (other - please give details in the next column) No 2015-16 10 11 12 13 14 15 expressed as number of events. number of events as requests for outreach visits vary year on year. The number of particants per event is also difficult to predict, although typically the Annual Access Student Conference and transitional summer school attracts 50-60 participants.

Parent evening events based around HE and finance IAG. Target expressed as The number of participants per event is variable depending on the nature of the event and T16b_16 Outreach / WP activity (other - please give details in the next column) No 2015-16 18 20 20 20 20 20 number of events. can range from 30 to 150+.

We work to identify and proactively direct at-risk students, including those with WP markers Proactive targeting of support services for students with behaviours and characteristics T16b_17 Student support services No in their profile, to the appropriate support professionals. We evaluate and review our systems associated with greater risk of withdrawal. annually.

Student engagement with careers and employability services. Target expressed as T16b_18 Student support services No 2015-16 50% 50% 52% 55% 58% 60% We work to encourage all students to engage with these services. proportion of total student population. Work placements and work-related learning. Target expressed as number of We will work to ensure parity of opportunity for work placement and work-related learning T16b_19 Student support services No 2015-16 450 475 500 520 550 600 placements. across our undergraduate provision.

Uptake of University-sponsored paid internships. Target expressed as number of We work to identify and proactively encourage students with a WP marker in their profile to T16b_20 Student support services No 2015-16 50 50 50 50 50 50 internships. apply for the internships.

Optional commentary on milestones. This box is character-limited to 1000 characters; however, we are happy for you to upload additional ‘supporting information’ as a separate Word/pdf document. All outreach activity is subject to demand from schools, colleges and community groups. From 2014/15 through the Western Opportunities Network (WON) we will also be looking to work more collaboratively through the Network to maximise our outreach resource, for example joint representation as WON at parents and careers and aspiration events to promote higher education as a general progression option, especially for younger age groups.