UNIVERSITY CENTRE WESTON (UCW) ACCESS AGREEMENT 2018/19

1. INTRODUCTION, BACKGROUND AND CONTEXT

This access agreement sets out what University Centre Weston (formerly known as Weston College) intends to do in 2018/19 to extend its continued commitment to widen participation, support student success and enable progression into further study and employment. This access agreement has taken a student lifecycle approach, and builds upon the initiatives previously implemented and the successful partnership work that University Centre Weston (UCW) is engaged with to raise aspirations and encourage progression to higher education (HE).

UCW continues to grow and successfully achieved University Centre status with both its university partners in 2015. This enabled Weston College’s Higher Education provision to be approved by the Department for Education to be rebranded as University Centre Weston, or UCW, in 2016. UCW has longstanding partnership agreements in place with Bath Spa University (BSU) and the University of the West of England, Bristol (UWE) to enable provision to be developed and the introduction of new programmes. In the current academic year (2016/17) there are 858 HE students studying on over 40 degree level courses, 336 of whom are directly-funded.

UCW was reviewed by the QAA in April 2016 and received a commended outcome for the quality of student learning opportunities, with several areas of best practice identified. UCW has also applied for the Teaching Excellence Framework (TEF) Year Two.Weston College was allocated directly-funded student places for the first time in 2012/13 although it has extensive experience of providing HE in partnership with local universities. UCW is currently working with two university partners, BSU and UWE. This agreement covers strategies UCW intends to put in place, primarily for directly-funded students, but much will benefit all students, both direct and indirect franchised through one of its university partners. It is worth noting that UCW does not receive any funding from partners to deliver any of the activities outlined within this document.

This agreement has been developed in partnership with the student body. The Student Experience and Engagement Officer has been involved in the process, and all projects included in the agreement are reviewed with students on an annual basis. Students receiving bursaries have also been surveyed for their feedback. Any developments deriving from working groups or consultation

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include student representation and many of the changes have been discussed with HE student representatives at the Student Representative Committees.

1.1 Weston College Group Mission

UCW is part of the Weston College Group, which is a successful and innovative education and training group providing education to thousands of people across the South West with the intention of “Creating Brighter Futures”. The Group has developed in recent years and it now encompasses multiple organisations which are all committed to ensuring education in Weston-super-Mare, North Somerset and across the wider region is continually improving to become the best it can possibly be.

Weston College is an Ofsted ‘Outstanding’ college of further and higher education based in Weston-super-Mare, providing education and vocational training to nearly 30,000 people. The College is placed among the five highest-performing colleges in the country, with results consistently above national benchmarks. It offers education and training to people from age 14 upwards including a range of A Levels, vocational courses and apprenticeships.

The Inspirational Futures Trust (IFT) is a multi-academy trust which celebrates aspirational and inclusive learning at all levels. It currently sponsors five academies and is continuing to grow.

The Group also encompasses a recruitment service, apprenticeship training agency and Offender Learning Service working within nine prisons and one immigration removal centre across the South West of England.

UCW supports all organisations and aspects of the Group and works extensively with Weston College students to promote progression opportunities. UCW also works closely with the IFT, especially North Somerset Enterprise and Technology College (NSETC) which is also located in Weston-super-Mare, as outlined within the Outreach Programme section of this document.

1.2 UCW Mission and Strategic Plan

UCW’s provision continues to grow and is ambitious for the future. The UCW Mission Statement is:

“To deliver an outstanding higher education experience, enabling success and inspiring ambition.”

UCW is in the process of finalising the new strategic plan to take effect from September 2017, but is not expected to significantly change its commitments or tone. The current Strategic Plan outlines the future developments and priorities, with many areas of which are reflected through this plan and the milestone targets set.

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1. To develop and deliver sustainable, high quality higher education which reflects the needs of students, employers, partner universities, and both the local and national economy.

2. To recruit high calibre students in sufficient numbers to ensure the ongoing financial viability of HE programmes.

3. To engage with, and reflect the expectations of, the UK Quality Code for Higher Education in all aspects.

4. To focus on the student experience and to ensure that it continues to be positive and varied. To enhance the student experience through acting on student feedback and increased student engagement.

5. To develop staff skills, scholarship, and innovative approaches to teaching and learning including the use of technology-enhanced learning.

6. To focus on graduate employability and the development of the skills needed to ensure that individuals are ready and able to enter the world of work or self-employment.

7. To deliver quality enhancement that enables continuous improvement, standards to be safeguarded, and higher education to flourish.

8. To continue to support the widening participation agenda by providing increased opportunities for a wider range of students to participate in HE programmes.

In addition to these strategic aims, UCW has five commitments that underpin the strategy, ensuring that the aims are delivered. This demonstrates the commitment of UCW to recruit students from diverse backgrounds and support them through the student lifecycle to achieve and progress.

1. Higher education quality and enhancing the quality of learning opportunities.

2. Student engagement.3. Widening participation.4. Graduate employability.5. Marketing and recruitment.

UCW remains committed to widening participation and affording students who have the potential to succeed the opportunity to undertake a HE qualification. UCW seeks to recruit students who have varied experiences of education, including those who are well qualified academically and those who may have followed non-traditional paths. Accordingly, a wide range of qualifications are accepted and experience is recognised for entry to higher education programmes. UCW recruits primarily from the state sector (90% of all HE

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Students) with 74% from Further Education Colleges. 14% of students’ progress from A Levels, the rest progressing from vocational routes including 46% from BTEC Extended Certificates or Diplomas1.

UCW continues to review and expand its provision and is currently developing Degree Apprenticeships to sit alongside the current Higher Apprenticeships already offered. It is hoped these will appeal to non-traditional learners, current apprentices for whom progression to HE is low, and make HE a more attractive option for those who are qualified but not currently engaging with the opportunities HE could offer.

The College holds the Buttle Quality Mark for support for potential and existing care leavers and UCW’s work with HE students was considered as part of this award. Additional financial and practical support is offered to care leavers who progress to UCW, including guaranteed year-round accommodation and targeted mentoring. At present 4% of students are care leavers and 7% of students are carers. Targets are in place to improve this and the figure is up slightly on last year.

1.3 Equality

Celebrating diversity, creating a learning culture that is inclusive, and treating everyone fairly and without discrimination are at the heart of the Weston College Group’s mission and strategy. All staff, students and visitors are expected to maintain a culture of respect so that everyone can enjoy learning in a secure and welcoming environment to achieve their full potential. Due regard is given to all of the protected characteristics to ensure particular groups of students are not discriminated against. The Group has been recognised for its commitment to equality of opportunity for its students and received a Beacon Award by the Association of Colleges for work in this area.

UCW has invested in specialist support staff in the areas of mental health, specific learning difficulties and autism spectrum conditions. In addition, it can access wider support within the Group, including support for students with visual impairments and those who are deaf / hard of hearing. 27% of HE students in 2016/17 declared a disability and 20% have claimed a Disabled Students Allowance (DSA). 70% of those with a declared disability have Dyslexia / Dyscalculia, seven per cent have a mental health condition and five per cent are on the Autism Spectrum2. As a result UCW has invested in specialist targeted support for students within these categories detailed within this agreement.

The proportion of ethnic minority students within UCW has increased steadily. North Somerset is less ethnically diverse than England and Wales as a whole, with 97% of the population classifying themselves as belonging to a white ethnic group3. The number of HE BME students for the 2015/16 academic year was seven per cent. There is a target to continue to attempt to increase this

1 HE Student Induction Questionnaire 2016/172 UCW Data Report 2015/163 North Somerset JSNA – Changing Population Dec 2015

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figure as all students benefit from a learning community that includes individuals from a diverse range of backgrounds, experiences and cultures.

In 2012/13 the HE student population was made up of 36% males and 64% females and it has been agreed that UCW should continue to have targets related to recruiting additional male students. There has been some progress in this area, with the figure for the 2015/16 academic year at 39% male and 61%, female but there is a need to continue work in this area.

It is recognised that there is potential within the Weston College Group as there are male students who are qualified to progress but are not currently transitioning to HE. UCW continues to review its provision and is introducing new programmes that are aligned to local level three provision as part of the strategy to attract more male students. Alongside this there are a number of UCW programmes which recruit more female students, including Health and Social Care, Care Management and Counselling. UCW is trying to encourage more male students to enrol on these courses and, where possible, has produced positive role models by profiling male students in promotional literature.

Currently, 27% of the student population have declared a disability. 52% of the directly-funded student population in 2015/16 were from low income households, with an assessed income under £25,000 per annum. In addition, according to POLAR data, nearly 14% were from the most deprived neighbourhoods categorised as quintile one, and 47.5% from quintile one or two. It is recognised that many students will be counting in multiple groups and therefore it has been agreed that throughout this document, if activity is being delivered to the whole student body, the percentage attributed to OFFA countable spend is 25%.

1.4 Weston-super-Mare

Weston-super-Mare is a coastal town in North Somerset with a population of around 77,000. The Social Mobility Index 2016 found that coastal areas and industrial towns are becoming real social mobility cold spots. Many of these areas perform badly on both educational measures and adulthood outcomes, giving young people from less advantaged backgrounds limited opportunities to get on4.

In terms of the Indices of Deprivation 2015, North Somerset has 18 areas in the most deprived quartile in the country. All of these are in Weston-super-Mare. There are areas in North Somerset within the most deprived one per cent nationally and within the least deprived one per cent nationally. This results in North Somerset having the third largest inequality gap out of the 326 English districts. The index of Multiple Deprivation is a Lower Layer Super Output Areas (LSOA) measure of multiple deprivation. There are 135 LSOAs in North Somerset, nine of these are in the 10% most deprived areas and two are within

4 The Social Mobility and Child Poverty Commission

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the most deprived one per cent nationally. All are located in central, south and west wards of Weston-super-Mare5.

There are pockets of significant social deprivation in the central and south wards of Weston-super-Mare. UCW is situated in the heart of these most deprived wards. Areas closest to UCW experience high unemployment with a large percentage of the workforce claiming benefits. The Weston College Group works closely with the local Job Centre Plus and also offers training opportunities along with information, advice and guidance for those seeking to return to work.

In addition, Weston-super-Mare has a high number of drug rehabilitation centres providing either treatment or support to individuals with drug and/or alcohol issues. Many of these individuals settle and raise families locally, which means that the area is put at further risk of intergenerational social decline.

UCW and the Weston College Group work closely with the four schools in Weston-super-Mare which are all for 11-16 year olds.  Three are sponsor led Academies, one has sponsored another struggling school, and the other is a mainstream academy.  Three have GCSE results below the national average of 59%, with results varying from 46% to 56%. One of the schools was recently judged as inadequate, in recent Ofsted visit, although the others are all now at least ‘Good’.  They also have high levels of pupils receiving free school meals; one has 54.3% of its students in receipt of free school meals, demonstrating the levels of deprivation of its pupils.  This school also has 11% of pupils who do not speak English as a first language, and only 87% of student staying in education compared to a national average of 94%6.

2. HE PROVISION AND TUITION FEES

In the context of this access agreement there are likely to be 380 FTE directly-funded HE student places at UCW in 2018/19. UCW would like to retain the current tuition fee levels, which would be £7,950. Due to the changes in funding for degree and higher apprenticeships the fees for these will be determined by the levy but all other full time students will be paying the same amount.

The cost of fees for part-time Foundation Degree students will be based upon the total cost of the full-time programme divided by the number of years of part-time study. For the vast majority of students this will mean a fee of £5,300. For part-time Honours Top-up programmes or those studying part-time Foundation Degrees over 4 years (50%) the cost would be £3,975. In the event that any full-time student completes their studies on a part-time basis, the student will not pay more than £7,155 in any academic year. Part time HNC/D students will pay £3,225.

5 North Somerset JSNA – Changing Population Dec 20156 DfE / GOV.UK School and College Performance Tables

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Thus the additional income due to the increased fee for 2018/19 will amount to £646,255.

3. WIDENINING PARTICIPATION AND ACCESS ACTIVITIES

UCW is committed to recruiting students from a broad and diverse community who have the potential to succeed and benefit from higher education, as outlined within the strategic aims and commitments.

The approach to widening participation is based on the following aims:

Early intervention to raise aspiration, attainment and motivation to progress to HE.

Seeking to improve provision of information, advice and guidance (IAG) for prospective HE students.

The development of support and guidance for particular target groups e.g. support for disabled students, care leavers or those wishing to study part time.

The enhancement of collaborative links with feeder institutions. Developing the skills required to progress and succeed within HE via

summer school activities and other projects. Improving the quality of HE provision with an emphasis on retention and

success rates. Targeted provision of financial support for prospective students

experiencing hardship.

Many of the initiatives within our outreach plans were developed within the successful Aimhigher scheme and then subsequently the Aspire network within North Somerset, along with the Western Outreach Network / Wessex Inspirational Network partnerships. Activities therefore complement and build upon each other alongside those delivered by other local universities.

3.1 Inspirational Futures Trust

In 2013 Weston College was approved as an academy sponsor and established Inspirational Futures Trust (IFT) as a multi-academy trust in partnership with a higher education institution and businesses within the region. Its aim is to provide consistently high quality education within the area, enabling individuals to unlock their full potential. Since 2013, IFT has grown to include North Somerset Enterprise and Technology College (NSETC), Herons’ Moor Academy, Bristol Futures Academy (BFA), St Katherine’s School and Crockerne Church of England Primary School.

The vision of Weston College, as a sponsor of IFT, is to enable students to fulfil their potential through excellent teaching, strong support and guidance. Rated as ‘Outstanding’ in all areas, it is driven to achieve this through the development of a learning culture that is inclusive, aspirational, and focused on assuring success and progression. IFT is focused on improving education for all

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children and young people across North Somerset and beyond. UCW’s Widening Participation Officer supports progression work within IFT and the outreach programme is extended to them.

3.2 Wessex Inspirational Network

Our local consortium, the Wessex Inspiration Network (WIN), was successful in securing funding from HEFCE as part of it National Collaborative Outreach Programme (NCOP) initiative. Led by the University of Bath, the WIN Consortium includes UCW and Weston College, Bath Spa University, Bath College and Wiltshire College and will operate in the Bath, Wiltshire and Weston areas to develop a programme of activities in identified ‘GAP’ wards where progression to higher education is less than would be expected. WIN activities will enhance and complement partners’ existing school level offer and provide additional IAG and character development activities for identified cohorts of young people from the ‘GAP’ wards.

UCW will be working primarily with students within Weston College and the local schools to raise aspirations and actively support students to progress into HE, but will also be supporting partnership-wide events.

This project is funded separately and there are no additional costs to include, but it will form part of our outreach plans.

3.3 Western Outreach Network

UCW is also a member of the Western Outreach Network (WON), which was previously part of the HEFCE-funded National Networks for Collaborative Outreach. The partnership previously established a local single point of contact for schools and colleges and worked collaboratively on providing web-based resources and a programme of outreach activities.  Most institutions involved in this consortium have decided to sustain the network beyond the HEFCE funding period through subscription.  A coordinator post has been retained, part-funded by subscription and part-funded by the University of Bath, to maintain communications with schools and organise collaborative outreach activities for pre-16 students in the WON area of Bath, Bristol, North Somerset and Wiltshire. The WON will be managed through the Western Vocational Progression Consortium Board, which currently manages Careerpilot.

UCW has contributed to materials and staff development related to alternative pathways to higher education, along with student ambassadors to support events, and remains committed to this work.

The cost of UCW’s subscription contribution is £2,000, all of which is OFFA countable.

3.4 Widening Participation and Recruitment Officer

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To enable UCW to place a greater focus on long-term outreach, effectively deliver its outreach initiatives and ensure this activity is sustainable, it has appointed a Widening Participation and Recruitment Officer. The post holder will also work closely with, and fully participate in, the delivery of projects within the WON and the Outreach Programme. This will also enable UCW to collaborate more closely with external organisations working with vulnerable young people who have the potential to benefit from HE who are within target groups, including those from BME backgrounds, care leavers and young carers. 50% of this role will be based on widening participation work and raising aspirations.

The total cost is £28,000, 50% (£14,000) of which is OFFA countable.

3.5 Outreach Programme

The majority of the work UCW carries out within this programme is with students from the 11-16 schools in Weston-super-Mare, along with selected students from other schools within the area and target schools within the WON. UCW recognises that potential students need to be made aware of the opportunities that further and higher education can offer them, whilst exploring the wide range of options available, and being encouraged that going on to further and higher education is a choice that they and their family can make. Whilst the actual decision to go to college or university is made much later in their learning journey, it has been shown that unless the ‘seeds are sown’ at an early age then making this choice is unlikely. It is also imperative that these intentions are nurtured and reinforced throughout their educational journey. UCW has therefore developed a progressive outreach programme.

Years 5 and 6

Years 7 - 9 Years 10 and 11

Years 12 and 13

Professor Fluffy

Plan Your Future events

Creative Art Summer Schools

Student mentoring

Student ambassador workshops / student life sessions

Creative Art Summer School

Higher Education Tutorial Programme within the Weston College Group including supporting Brighter Futures Fair

Taster workshops

Guest lectures

Information sessions

Professor Fluffy

Professor Fluffy’s Learning Journey is a half-day session delivered within UCW which enables Year six students to identify key points in their educational pathway including moving to secondary school, choosing GSCE options,

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progressing to college / sixth form / HE etc. Year six pupils have the opportunity to interview current HE students, undertake a treasure hunt to explore both UCW and Weston College facilities and participate in a mock graduation. Costs include covering transport costs for the schools to ensure there is no cost to them, along with other resources and internal costs so £10,000 from the overall Outreach Programme costs has been allocated to this intervention.

Plan Your Future

This event, aimed at year 8/9 students, increases knowledge and understanding of post 16 and 18 options and possible careers. Through a range of workshops pupils are encouraged to explore their own potential career options and related job opportunities to raise their aspirations. Using specialist careers software they identify the necessary qualifications needed to achieve their ambitions. They also complete activities to develop their study skills, talk to students, explore UCW’s facilities and have the opportunity to participate in a practical taster session in a subject of their choice.

Curriculum Enrichment Projects

These comprise a range of subject-specific projects run over four to six weeks so students can discover more about a particular subject they are interested in. All projects encourage students to develop their transferable skills including working with others to solve problems, be creative and communicate effectively. Areas offered include Catering and Hospitality, Performing Arts, Gaming and Construction.

Mentoring

UCW student mentors go into schools to work with identified students on a one-to-one basis to support them with homework or work on their study / revision skills. The intention is to raise their aspirations and achievement, or increase their confidence and motivation, as appropriate. In addition, students deliver workshops to larger groups regarding student life, study / life skills, budgeting etc. to raise aspirations and develop skills to enable students to succeed once in further and higher education.

Creative Arts Summer Schools

These 5 day non-residential summer schools enable 11 – 16 year old students to participate in one of our Creative Arts programmes which is designed to raise aspiration and develop their skills, confidence and motivation to progress to HE and be successful. Students can choose from Art, Music, Performing Arts, Photography or Film.

Taster Workshops

These enable students to participate in subject-specific workshops providing a real insight into the programme and an opportunity to experience teaching at HE level. They give students a taste of university life, provide information about potential progression options and application / selection processes.

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These are aimed largely at internal vocational students although some are delivered in schools / sixth forms. It is hoped that they will contribute towards raising aspirations, increased progression rates to HE, and ensure students make informed decisions prior to entry to support continuation and achievement rates. These activities will cost approximately £2,000 in 2018/19 and whilst we anticipate a number of participants will be within target groups some may not be, so the OFFA countable spend is £500.

Tutorial Programme

UCW supports the Weston College tutorial programme to students in Years 12 / 13 covering what is HE, how to make decisions regarding courses / institutions, how to write a personal statement along with practical workshops on completing UCAS and Student Finance applications. The College enables students to attend the UCAS Convention at UWE and hosts the Brighter Futures Fair (HE, apprenticeship and Careers fair) to assist in the decision making process. Partnership with other higher education providers is central to delivering specialist workshops e.g. applying to Oxbridge, mock interviews at UWE for those interested in NHS-related programmes, along with other opportunities as they arise and are appropriate for the students.

The total cost of the outreach programme is £38,000 in 2018/19, £36,500 of which is considered to be OFFA countable.

3.6 Evaluation of Outreach Programme

All aspects of the outreach programme are evaluated. All students participating in any of the events complete an evaluation which asks them about both the activity itself and what they gained from it, along with whether it had an impact on their plans for the future. Learning aims / outcomes are being embedded into the development of activities, and evaluations of interventions are designed to match the expected outcomes. As Hayton and Bengry-Howell argued, this includes considering whether there has been development in terms of the students’ awareness of the benefits of higher education and graduate employment, their capacity to navigate higher education, their confidence and resilience to negotiate the challenge of university life, and graduate progression, or their study skills and capacity for academic attainment7.

Alongside this, feedback is sought from the student ambassadors and staff (from the schools involved and UCW) assisting in the delivery of the events. Each year programmes are revised and adapted based on the evaluations / feedback received. If appropriate, activities are changed or withdrawn to ensure only those that are most successful remain part of the programme. As part of the overall evaluation of activities, due regard is given to the protected characteristics and Equality and Diversity Policy to ensure any adverse effects on any particular groups of students are minimised.

7 Theory, evaluation, and practice in widening participation: A framework approach to assessing impact

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In addition, a UCW lecturer is part of the Widening Participation Evaluation Group, and is researching learning dispositions and the readiness of students from widening participation backgrounds to be able to engage fully in education. This research should help us evaluate our activities, particularly Summer Schools, HE.LP and the Study Skills programme and implement any recommended changes that may help students to succeed on their programmes.

The cost of the evaluation of the outreach programme and staff research is £3,500, all of which is considered to be OFFA countable.

3.7 BME Project

Although BME figures at UCW are in line with those within the area there is a commitment to continue to increase this and appropriate targets have been set. As progress is slower than expected, a working group has been established to develop further links with local BME community groups and provide a platform for BME students to voice their opinions and disclose any barriers that they face. Although currently in its initial stages, it is intended that by organising and hosting events with local community BME groups, including film nights and food tasting evenings, it will ensure UCW is more accessible to those in the community and further develop the inclusive community at UCW. It is also designed to raise aspirations amongst a traditionally underrepresented group in HE. The project will empower students to voice and engage with specific BME topics, including how they think UCW could address any barriers faced. These events will be student-led but funded and monitored by HEART.

The total cost of this is approximately £3,000, all of which is OFFA countable.

4. STUDENT SUCCESS

As well as being focused on successfully recruiting students, UCW is committed to supporting them and enabling them to succeed and achieve their intended qualification. The current continuation rate is 87%, and targets have been set to increase this to be more aligned with the national average within universities. As a result a number of initiatives have been put in place, some of which are for the benefit of all students and others that are targeted at particular disadvantaged groups.

4.1 HeadStart Summer Schools

Following discussions with students, UCW has implemented two Summer Schools aimed at particular priority target groups which have been developed to have a positive contribution to improving access, as well as the success of these students. One is aimed at mature / part-time students and the other for

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students with Asperger’s or who are on the Autism Spectrum (AS). We anticipate that by delivering and promoting these Summer Schools it will both encourage students from these groups to apply and equip them to be successful on their programmes. Both will be evaluated.

The AS programme is intended to develop the academic and social skills students require and ensure they have a smooth transition to HE. It will include activities to develop their independence and confidence, enable them to familiarise themselves with UCW and local area, along with meeting staff before term starts in order to reduce anxiety and the possibility of them withdrawing or failing to progress. This activity will cost £2,500, the full cost of which is OFFA countable.

The mature / part-time Summer School will also focus on developing the confidence and reducing the anxiety of students who are often returning to education after a considerable break in study. It will focus on developing students’ academic skills and reintroducing them to learning and appropriate technologies. There will also be an opportunity to talk to current students and ask any questions. This programme will cost £2,500 and whilst it would be aimed at mature / part-time students, we would enable any interested students to attend, some of whom may not be within disadvantaged groups. Therefore the OFFA countable spend for this event would be £625.

The total spend on Summer Schools is £5,000, with an OFFA countable spend of £3,125.

4.2 Peer Mentoring

The importance of students’ sense of belonging, along with developing knowledge, confidence and identity as successful HE learners is recognised within the ‘What Works?’ Student Retention and Success Programme. Following analysis of this and discussions with current students it was recognised that a peer mentoring programme could be particularly beneficial. UCW has developed a scheme which targets AS and mature students (the hope is that applicants will meet their mentors during the Summer School and continue to engage with them prior to and post enrolment). Young carers, care leavers, those who have a disability and students who have moved into student accommodation are also targeted, as they are at an increased risk of leaving early. In addition, any student who is highlighted at being at risk within the first term will also be matched with a mentor.

The cost of delivering the programme and training the students involved will be £2,500. The OFFA countable spend is £1,000 as the majority of students will be within target groups.

4.3 Induction Programme

Following evaluation and consultation with students, it was determined that the induction process could be enhanced. A new induction process introduced in 2016 for all students, new and returning, facilitates new students meeting with

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students in year two / three at an early stage along with providing social activities during each day for mature / part-time students to participate in on their normal day of study. It is anticipated that this will contribute to developing a greater HE community and students’ sense of belonging.

The total cost of this is approximately £1,000 and the OFFA countable spend is £250.

4.4 Higher Education Library Plus Programme

The UCW Higher Education Library Plus (HE.LP) programme is designed to equip students with the academic skills they require to enable them to successfully complete their course. Five sessions are offered where library staff deliver an introduction to the library, its staff and the appropriate Virtual Learning Environment (VLE); ensure students understand how to access the resources available including eJournals and databases; explain the difference between primary and secondary sources, research and alternative formats for assessment; referencing and plagiarism; and notetaking and reading strategies. Feedback on the HE.LP programme has been positive and the effectiveness of the intervention continues to be evaluated, with new sessions being developed as appropriate.

The total cost of this is approximately £31,000 and the OFFA countable spend is £7,750.

4.5 Study Skills Programme

The Study Skills programme is a structured programme aimed at raising the academic standards of students and giving them the academic tools required to succeed at levels four, five and six. It has a focus on effective study and writing skills, builds on the HE.LP sessions, and is tailored to each course. With the changes to DSA being implemented, UCW will employ a full-time member of staff who will be based within the library and will be available to support students with proof reading and other study skills. The post holder will also deliver group sessions covering a range of subjects, such as giving presentations, report writing, getting the most from lectures, planning and writing assignments, revising and exam skills, critical analysis, and understanding assignment briefs. In the second year, students look at advanced academic skill alongside topics related to progression, such as exploring the employment market, action planning and producing a CV. This is a progressive programme with students receiving five sessions in each year.

The cost for this programme is approximately £38,000 and the OFFA countable spend is £9,500.

4.6 Specialist Support

In recognition of the increased numbers of students declaring mental health conditions, UCW needs to maintain investment in specialist support in this

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area. UCW will employ a HE Mental Health Specialist who can offer welfare support to students. This person will take a proactive approach to the support and achievement of students with a mental health illness, working with staff to develop strategies for success and liaising with, or referring to, external agencies as appropriate.

In addition, they will develop self-help guides available to all students and take a lead in promoting positive messages around mental health and wellbeing. This will include organising events at key points during the academic year to support students in managing their stress and mental health, encouraging students to talk about and understand mental health issues, promoting relaxation and healthy living, and highlighting the support services available. They will also play an integral role in the smooth transition of students to UCW, contacting applicants who declare a mental health illness on their applications to ensure all appropriate support is in place and letting them know that they can discuss any concerns prior to starting.

The total cost for this post is approximately £31,000. Time will be spent promoting wellbeing and positive health for all students and, inevitably, sometime will be spent with students experiencing crisis or temporary anxiety rather than having an ongoing or diagnosed mental health illness. Therefore the OFFA countable spend is £7,750.

4.7 Disabled Student Support

The Government’s modernisation efficiency measures to DSA have affected the level of support offered to students, particularly those with Dyslexia. Some students are no longer entitled to support at all, others have had one-to-one time reduced, most have had to contribute towards equipment, and there may well be further changes in the future. Given the significant number of students at UCW with a disability (27% of the current student population), particularly Dyslexia / Dyscalculia, investment has been allocated to this area. In a recent survey of students who received additional support via DSA, students were unanimous that the area they found of most value and would want us to protect is the individualised additional study skills support. Therefore UCW has invested in additional staff to provide specialist input for disabled students with Dyslexia in order to ensure that they can access the support they need to be successful.

In addition, UCW will operate an interest-free loan scheme to enable students to purchase equipment not fully funded by DSA.

The total allocation to this is £50,000. Whilst we anticipate that staff would be working with students with Dyslexia, they will also support students who may require some additional support, especially those who are waiting for a diagnosis. Therefore the OFFA countable spend is £25,000.

5. PROGRESSION

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Employability rates are good which can be attributed to the vocational nature of programmes enabling students to engage in work-based learning / employment placements alongside their academic studies. Many students obtain work after graduation as a result of their placement. Therefore we have deliberately focused more resources on the other two areas. However, following student feedback, investment was put into providing a Careers Advisor so that all students have access to specialist one-to-one advice. Although the service has been in place less than a year, initial feedback has been positive. Extensive bespoke online resources have been developed and sessions have been built into the HE tutorial programme to ensure all students are aware of the service. The provision will continue to be reviewed and changes to allocations will be made if necessary. Consideration will also be given to additional initiatives that could be beneficial to students.

5.1 Careers Development Programme

All students will benefit from an enhanced tutorial programme, complementing Personal Development Planning with an increased focus on Careers Education, Information, Advice and Guidance (CEIAG). This will enhance the CEIAG that students receive and should impact positively on employability. This includes progression tutorials covering further study options, especially applying to Honours Top-Up programmes for those completing a Foundation Degree. The themed week focusing on employability is also embedded within the programme. A range of materials are available electronically via the VLE. In addition, one-to-one CIAG will be offered, particularly targeting groups who are at risk of not progressing into work / further study which reflects their ability i.e. students on the Autism Spectrum. The cost of delivering this programme is £31,000.

In addition, UCW has purchased careers software which provides additional resources and videos providing tips from employers and example interview questions / responses. As much of the material is video-based this will enable students with disabilities to access and benefit from the materials to a greater extent than traditional paper-based resources / self-help guides. The cost of this resource is £7,000.

The total cost is £38,000 and the OFFA countable spend is £9,500.

5.2 Bridging Programme

Students have requested that alongside the HE.LP programme and Summer Schools currently available that a bridging course is established to ensure a smooth transition between Foundation Degree and Honours Top-Up is developed, particularly in terms of preparation for writing a dissertation and advanced study / research skills. Whilst this programme would be available to all students, it would be targeted at those with disabilities.

This activity will cost £1,000 and the OFFA countable spend would be £250.

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6. FINANCIAL / BUSARY ARRANGEMENTS

Research suggests that bursaries and financial packages do not have a significant impact on a student’s decision to progress to higher education or on their choice between institutions. The evaluation UCW has undertaken into the current bursaries offered also supports this. However, UCW is of the opinion that financial support helps student retention and, therefore, the success of some students, especially those who are at risk, including estranged students and parents, young carers and disabled students who are often unable to undertake part-time paid work. In addition, it is recognised that some students from low income backgrounds, along with care leavers, may not undertake additional beneficial activities, which could contribute to success and progression opportunities, due to financial restrictions. Therefore UCW intends to still offer some financial bursaries along with maintaining some discretionary funds to support those experiencing financial hardship.

From 2017/18 onwards UCW has taken a decision to significantly alter the bursaries provided on the basis of consultation with students currently in receipt of bursaries and those who received National Scholarships. As a result a more targeted approach will be taken, offering fewer bursaries but of a higher value.  The students commented that the current level of support does not go far for a single parent or care leaver who is solely supporting themselves and that higher value bursaries would be of more value. For those students from low-income backgrounds, who do not receive a bursary, the Access to Learning Fund is an alternative method of supporting students in financial hardship, thereby exerting a larger impact on retention rather than access.

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6.1 Bursaries

Full-time

UCW will offer 20 bursaries of £2,000 each spread equally across both years of study.  Bursaries will be available to students if their declared household income is below £25,000 per annum. As there will be a limited number, they will be targeted and priority will be for those experiencing multiple factors of deprivation, i.e. those from the lowest household incomes who are also from a disadvantaged background, including:

Care leavers / young carers. Students who are estranged or currently living in an accredited Foyer. Students from POLAR Quintile one. Single parents. Those with a declared disability.

Students can either choose cash instalments made twice a year (November and February), a fee waiver or in-kind support such as help with accommodation costs.

The information collated from students suggests that 20 bursaries is a sufficient number to target the learners most in need of financial support. With 78% of learners stating their bursary did not impact their decision to study at UCW and 87% stating it did not impact their decision to stay; the new bursaries of £2,000 aim to have a much more significant impact than the previous awards of £250 and £500. 

Total Allocation of £40,000, all of which is OFFA countable.

Part-time

All non-sponsored part-time students paying pro-rata fees of £7,950 will be eligible for a part-time scholarship of £1,500 spread across all three years of study.  Students can either chose cash instalments made twice a year (November and February) or a fee waiver.

Total Allocation £13,500, all of which is OFFA countable.

6.2 Scholarships

Students can apply for additional UCW scholarships, depending on their previous course, where they studied and the UCAS points obtained.  Students who qualify for more than one scholarship are awarded the one with the highest value:

Excellence Scholarship - £350 paid to students who achieve ABB or equivalent.  This will be paid in three instalments, two in year one (November and February) and a further payment in November of year two.

Progression Scholarship - £300 paid to students who have completed a level three course at Weston College within the last five years.  This will

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be paid in three instalments, two in year one (November and February) and a further payment in November of year two.

Federation of Schools Scholarship - £300 paid to one student from a local college or sixth form.  This will be paid in three instalments, two in year one (November and February) and a further payment in November of year two.

International Work Placement Scholarship - up to £500 will be available to students who would like to undertake an international work placement and will incur additional costs.  Priority will be given to those from disadvantaged backgrounds, especially those from a low household income. 

As these are available to all students, not just WP students, the costs of these have not been included within the expenditure.

6.3 Discretionary Hardship Funds

With the removal of Access to Learning Funds (ALFs), UCW would like to make an allocation to support students in financial hardship. This will be administered in the same way ALFs were, with priority being given to the same target groups. UCW will ensure the costs of year-round accommodation for care leavers, along with their participation on optional residential visits, will also be considered for awards from this fund.

Total allocation of £20,000, all of which is OFFA countable.

7. OVERALL EXPENDITURE

The total OFFA countable expenditure for the 2018/19 outreach activities, financial support package along with the programme related to student success and progression will be £196,625. This represents 30.4% of the total anticipated tuition fee income above the basic level. Therefore the expenditure on access and support measures exceeds OFFA guidelines.

8. INFORMING STUDENTS

Detailed information will be provided to prospective students and their families regarding the tuition fees that apply to higher education programmes, along with the financial support available via bursary arrangements and other sources of funding. This information will be available through a variety of means including the website, the Undergraduate Prospectus, financial support booklet, and other relevant media. Specific talks will also be delivered during interview / open days, and the team is easily accessible should students require or benefit from an individual appointment. In addition, this is explained at relevant points and in increasing detail through our aspirations programme

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activities and events. Internal level three students will also be given this information during their FE Tutorial Programme and through a Parents Information Evening.

UCW will continue to work closely with UCAS and the Student Loan Company to provide all required information in a timely fashion, to ensure students can access accurate information prior to starting and that payments are made efficiently once students’ attendance has been confirmed.

In addition UCW has updated its information to provide a named contact for care leavers, young careers and estranged students so applicants know who to approach regarding any queries about specialist additional support.

9. MEASURING SUCCESS

Targets and milestones identified by UCW are shown in detail in Annex B. These relate to a range of areas to improve access to HE provision at UCW, as well as encouraging and facilitating applications from a wider group of aspiring learners. In addition, targets extend across the whole student lifecycle covering student success and progression. These targets have been set around the HE strategic aims and priorities.

UCW will continue to monitor the performance of this Access Agreement in order to report on progress made against the milestones referred to in the relevant appendices to this agreement. The Assistant Director HE: Academic Registry is responsible for writing and submitting the annual report to the Director of OFFA, subject to the approval of the Weston College Group Leadership Board. Many of the targets are included in the HE key performance indicators (KPIs) which are monitored by the Group’s Governors and, in particular, the Higher Education Curriculum and Quality Committee. In addition, the KPIs and annual data report are presented to the Higher Education Board of Study and the Group’s Equality and Diversity Committee. These committees will evaluate achievement against targets and therefore the success of the access strategy. All of these committees include student representation.

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