SOAS Access Agreement 2015/16

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1 SOAS Access Agreement 2015/16 CONTENTS 1. Introduction and institutional context 2. Fees, fee rises and student numbers 3. Access and student success measures 3.1. Assessment of current performance in widening access and retention 3.2. Strategic approach to access and student success 4. Expenditure on access and student success measures 4.1. Investment in access and student success 4.2. NSP contribution 4.3. Financial support 4.4. Eligibility criteria for financial support 5. Activities for improving access 5.1. Widening access activities 5.2. Long term outreach 5.3. Collaboration 5.4. Contextual data 6. Activities for improving success 6.1. Student success activities 6.2. Tracking and data 7. Targeting and evaluation 7.1. Targeting 7.2. Evidence from monitoring applications 7.3. Evaluation 8. Targets and milestones 9. Monitoring and evaluation arrangements 10. Provision of information to prospective students 11. Consulting with students 12. Equality and diversity 1. Introduction and institutional context SOAS, University of London is the leading institution for the study of Asia, Africa and the Near and Middle East. SOAS uniquely combines language scholarship, disciplinary expertise and regional focus. It has the largest concentration in Europe of academic staff concerned with Africa, Asia and the Middle East. SOAS is changing rapidly. New degrees in BA English, BA International Relations and BSc Management are recruiting for 2014/15 cycle. Significant growth is planned with the opening of the North Block in Senate House in This will allow SOAS to be a single site campus in the heart of Bloomsbury. It will bring many benefits for our staff and students, including new state-of-the-art research, teaching and student facilities as we prepare to commemorate our centenary in 2016 and as we plan for our next 100 years. These changes will further enhance SOAS commitment to increasing the social and ethnic diversity of its students by encouraging greater participation from under-represented groups. Diversity is one of the distinguishing features of SOAS, and we strive to ensure equal opportunity for all students regardless of their age, gender, disability, ethnic origin or religious background. 1

2 This access agreement is informed by and aligns closely with other institutional strategies for example the Learning & Teaching Strategy, Student Experience Strategy and External Relations Strategy. This close integration with high level strategic documents and their performance indicators ensure a whole institutional approach to access. We wish to highlight that our approach for 2015/16 has largely remained unchanged based on evidence gathered through institutional reviews, evaluation and monitoring. Evidence shows that the strategic approach we have taken is resulting in an improvement in our access and student success performance. The funding used to support the NSP programme has been redirected to increase our expenditure in these areas where we can continue to demonstrate the success of our approach. We will continue to target our outreach, student support/retention activities and financial support at the most underrepresented students and have improved our evaluation and monitoring strategy to ensure we are best able to measure impact. We have worked with our Students Union and prospective students in developing our approach in this agreement, particularly around outreach and financial support. This consultation has meant our agreement for 2015/16 is focused on continuing to build the evidence base for our outreach activities, engaging more academic staff and students in outreach and student success activities, and improving our tracking and monitoring procedures. SOAS continues to make progress in addressing issues relating to the lack of available information, advice and guidance in schools and colleges on the subjects we specialise in. We have seen a significant increase in the number of engagements with schools and college linked to relevant national curriculum subjects. We will continue to take this forward by working more closely with our academic colleagues to produce engaging and stimulating resources that support areas of the national curriculum. We will annually review our progress against targets and milestones, whilst remaining in dialogue with OFFA regarding any modifications to what is set out here depending on experience and feedback from our Students Union. 2. Fees, fee rises and student numbers SOAS proposes to charge a single undergraduate tuition fee of 9,000 for all degree programmes for new home/eu entrants in 2015/16. There is no justification for differential fees between programmes. Fees for students on year abroad programmes will be no higher than 1,350 and will rise in line with the regulations. The fee will increase with the Government s permitted rise each year in line with the regulations. We estimate an intake of 872 home/eu undergraduate students in 2015/ Access and student success measures 3.1. Assessment of current performance in widening access and retention The graphs below outline our performance against Higher Education Statistics Agency (HESA) location adjusted benchmarks; they also include our performance against the UK average. 2

3 Percentage Percentage Percentage of Young from Low Participation Neighbourhoods Location-adjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) Year There is a steep downward UK trend for the participation of young students from low participation neighbourhoods. For 2012/13 the benchmark has not been met despite meeting the benchmark in 2011/12. It is worth noting the difference between SOAS participation and the location-adjusted benchmark is only 0.4% as well as the upward trend in participation. We will continue to increase efforts as part of a commitment to make significant improvements in young LPN student representation Percentage of Mature from Low Participation Neighbourhoods Location-adjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) 0.0 Year There is a downward UK trend for the participation of mature students from low participation neighbourhoods. SOAS has not met this benchmark for 2012/13. It is worth noting the difference between SOAS participation and the locationadjusted benchmark is only 0.9% as well as the upward trend in participation. We will continue to increase efforts as part of a commitment to make significant improvements in mature LPN student representation. 3

4 Percentage Percentage Percentage of Young New UG Entrants (Class IIIM, IV, V) Locationadjusted benchmark SOAS Participation 20.0 UK Average Linear (SOAS Participation) Linear (UK Average) 0.0 Year There is a steady upward UK trend for the participation of students from social classes IIIM, IV and V. Since 2008/9 SOAS have consistently increased the proportion of students from this under represented group. It is worth noting SOAS has exceeded the location-adjusted benchmark by 3.3%. We will continue to maintain the level of work in this area. Percentage of Young People from State School or College Locationadjusted benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) Year There is a steady upward UK trend for the participation of young people from state school or college. Since 2006/7 SOAS have consistently met or exceeded the benchmark for this under represented group. It is worth noting SOAS has exceeded the location-adjusted benchmark by 0.6%. We will continue to maintain our level of work in this area. 4

5 Percentage Percentage Percentage of All UG in reciept of DSA Benchmark SOAS Participation UK Average Linear (SOAS Participation) Linear (UK Average) 0.0 Year There has been a steep upward trend for the participation of UG in receipt of DSA. For 2012/13 SOAS has significantly increased its proportion of students from this under represented group. It is worth noting SOAS has exceeded the location-adjusted benchmark by 1.3%. We are aware of the proposed changes to the DSA and are concerned about the impact of these changes across the sector. We will continue to increase our level of work in this area in response to the proposed changes. Retention The graphs below outline our performance against Higher Education Statistics Agency (HESA) location adjusted benchmarks Non-continuation: Young entrants (%) Young benchmark Young SOAS UK Average Linear (Young SOAS) Linear (UK Average) Year 5

6 Percentage Percentage There is a downward trend for non-continuation rate for young students. We have not met our benchmark and will invest in improving retention of younger students. It is worth noting the difference between SOAS participation and the locationadjusted benchmark is 2.9% Non-continuation: Mature entrants (%) Mature benchmark Mature SOAS 15.0 UK Average Linear (Mature SOAS) Linear (UK Average) 0.0 Year Our non-continuation percentage for mature learners is higher than the UK average and higher than the HESA benchmark. We will continue to invest to ensure improvements in support for mature students. It is worth noting the difference between SOAS participation and the location-adjusted benchmark is 2.3% Non-continuation: Overall (%) Overall benchmark 10.0 Overall SOAS Overall UK Average Linear (Overall SOAS) Linear (Overall UK Average) Year Our overall non-continuation rate requires improvement. We will continue to invest in support measures that improve the success rate of all students. It is worth noting the difference between SOAS participation and the location-adjusted benchmark is 2.8% Strategic approach to access and student success The assessment provided in section 3.1 identifies key areas of focus for access and retention work: 6

7 Increased efforts needed to meet or exceed the benchmark for young students from low participation neighbourhoods Significant increased efforts needed to meet the benchmark for mature students from low participation neighbourhoods Maintaining success in exceeding the benchmark for young students from lower socio-economic groups Maintaining success in exceeding the benchmark for young people from state schools Maintaining the success in exceeding the benchmark for students in receipt of DSA Increased efforts to reduce the non-continuation rate of young students Increased efforts to reduce the non-continuation rate of mature students Improvement in participation and retention will require further consistent and focused work with those groups who are least represented in higher education. Support will also be required to ensure that retention rates are improved across SOAS. With this in mind SOAS has agreed the following prioritised areas for its outreach and retention work under this Access Agreement: 1. Recruitment of mature students from low participation neighbourhoods 2. Recruitment of young students from low participation neighbourhoods 3. Retention of young students, more generally 4. Retention of mature students, more generally 5. Recruitment of students from state schools 6. Recruitment of students in receipt of disabled students allowance 7. Recruitment of young students from lower socio-economic groups SOAS aim to increase the absolute numbers from these key groups and section 8 of this agreement represents a realistic but stretching set of targets. We will be increasing investment in long term outreach and student success activities by redirecting funding from financial support and evidence that our approach to outreach and retention reflects our commitment to addressing these issues. The coordinated approach and focussed approach to access, student success and financial support is described in sections 5 and 6. The Students' Union support these priority areas, and are keen that the School focuses on improving recruitment and retention from traditional non-participant groups across all academic disciplines. It is important to note that our performance and targets are measured against HESA benchmarks. Our institutional data, including those provided by UCAS, indicates significant improvements in the recruitment of students from underrepresented groups, particularly as a result of our widening participation outreach activities. We are working on processes that better indicate progression towards our targets using our institutional data, especially targets for increasing recruitment from target groups. Data gathered in cycle shows: An increasing percentage of young outreach attendees who apply to SOAS are from Low Participation Neighbourhoods increasing from 4.1% applying for 2013 entry to 8.6% applying for 2014 entry. An increase in applications from first-generation applicants; from 687 applying for 2013 entry to 757 applying for 2014 entry An increase in applications from mature applicants; from 488 applying for 2013 entry to 537 applying for 2014 entry Over the past few years, mature students who attend our Bridging Course are almost half as likely to withdraw as mature students who do not attend the programme. The example evidence here has informed this access agreement by investing further in long-term outreach, delivering another Bridging Course and providing more study skills development. Data will be crucial in further shaping our approach and we will continue to build this evidence and formulate targets based on information gathered. 4. Expenditure on access and student success measures 4.1. Investment in access and student success The table below show the split between financial support, outreach and retention expenditure between to

8 Year /13 Year /14 Year /15 Year /16 Year5 2016/ Actuals 000 Forecast 000 Forecast 000 Forecast 000 Forecast Financial support ,003 1,075 1,135 Outreach Retention and student success Total expenditure 1,171 1,305 1,539 1,837 1,947 The table below demonstrates, in percentage terms, the shift in the balance of expenditure towards delivering more outreach and student success activities. Year /13 Year /14 Year /15 Year /16 Year5 2016/17 Actuals Forecast Forecast Forecast Forecast Financial support 73% 66% 65% 59% 58% Outreach 15% 20% 22% 22% 23% Retention and student success 12% 14% 13% 19% 19% Total Percentage 100% 100% 100% 100% 100% The table below provides an overview of our investment in outreach, and will be used to support the activities listed in section 5.1 Year /14 Year /15 Year /16 Year /17 Year5 2017/ New expenditure Current expenditure to be continued Total expenditure continuing The table below provides an overview of our investment in retention and student success, and will be used to support the activities in section 5.2. Year /14 Year /15 Year /16 Year /17 Year / New expenditure Current expenditure to be continued Total expenditure continuing Based on the assessment of our access and student success record for 2015/16 SOAS expenditure level on access measures will be 27% of fee income above basic fee level NSP contribution 8

9 SOAS has committed to match the NSP funding received from HEFCE. While this funding from government has ceased, SOAS continues to fund as committed. From 2015/16 onwards it is planned to allocate 56k of this expenditure to outreach and 67k to retention as shown in tables under section 4.1. A table showing all awards is under section Financial support The table below provides an overview of our own funded projected investment in financial support. Year /14 Year /15 Year /16 Year / Year5 2017/18 New expenditure 654 1,003 1,075 1,135 1,137 Old system bursaries 203 n/a n/a n/a n/a Total 857 1,003 1,075 1,135 1,137 The table below shows the distribution of financial support for 2015/16 disaggregated between new and continuing students. The allocation of awards reflects our priorities in recruiting the best students from disadvantaged groups. New students Continuing students All students Award No Award Total No Award Total Total Progression 33 4, , ,500* 229, ,000 Excellence 66 3, , , , ,000 Hardship Fund 23 1,000 23, ,000 47,000 70,000 Total SOAS funded , ,500 1,075,000 Total , ,500 1,075,000 *average award Based on this SOAS will offer 122 of the most financially disadvantaged but academically able students substantial financial support. This represents 14% of our projected new home/eu intake for 2015/16. The table below outlines the awards profile for new students in 2015/16: First year Second year Third year Total Cash bursary Fee waiver Cash bursary Fee waiver Cash bursary Fee waiver 2,000 2,500 2,000 2,500,2,000 2,500 13,500 Progression Award 3,000-3,000-3,000-9,000 Excellence Award Study Support Funds Max. 1,000 n/a n/a n/a n/a n/a Max. 1,000 9

10 4.4. Eligibility criteria for financial support The Excellence Award targets students from low income and low socio-economic backgrounds. This award assists students that are debt adverse and helps to improve retention rates. The Progression Award targets students from areas of low HE participation (LPN), those whose parents did not go to university and care leavers. This substantial award assists those students that are the most debt adverse and will be made in each of the student s three years of study. Many students from disadvantaged backgrounds require one-off financial support to ensure they continue in their studies, such as unanticipated accommodation cost increases. The increased Study Support and Hardship Funds will provide such students with financial support at critical times. Students will have to meet strict criteria to be eligible for support through Study Support Funds. Institutional evidence from the evaluation of our financial support packages indicates that outreach has the biggest impact on a students decision to apply to university and that financial support has an impact on the retention rate. This has informed our decision to offer financial support over the duration of programmes for students from the most disadvantaged groups. 5. Activities for improving access and student success 5.1. Widening access activities SOAS is a world-renowned specialist institution focusing on Asia, Africa and the Middle East. As such we have academics and students with a passion and expertise in some of the most interesting and exciting regions in the world. Our work in widening access draws upon this passion to create engaging, innovative and academically rigorous outreach programmes. All outreach activity is focused on three main strands; raising aspirations, attainment and progression to Higher Education. Each objective necessitates a differentiated approach which is developed through evaluation and academic engagement. The table below indicates the strategic approach taken in working with our target groups to improve our access and student success performance. Target Group Aim Outreach Success and retention Young and mature Recruitment and students from low retention of young participation students from low neighbourhoods participation neighbourhoods One-to-one mentoring, immersion classes, summer schools, masterclasses, GCSE/A level support, long-term programmes Application support, Bridging Course for First Generation (inc. LPN) Students, buddying/mentoring, Leadership Programme, Internships Financial support 13,500 for students from LPN ( 6,000 bursary, 7,500 fee waiver) Young students from low socioeconomic groups Recruitment and retention of mature students from low participation neighbourhoods Recruitment of young students from social class IIIM, IV, V Group mentoring, study support workshops, masterclasses, Access programme, long-term programmes One-to-one mentoring, ambassador-led taster days, summer schools, masterclasses, GCSE/A level Application support, Bridging Course for Mature Students, buddying/mentoring, Internships, transition workshops Application support, Bridging Course for First Generation Students, Leadership Programme, Internships 13,500 for students from LPN ( 6,000 bursary, 7,500 fee waiver) 9,000 for students with low household income ( 9,000 cash bursary) 10

11 support, long-term programmes Outreach programmes SOAS will continue to deliver a programme of activities with the aims of raising aspirations, increasing attainment and progression to HE. The table below shows some examples of outreach activities which form part of our raising aspirations and attainment, and progression to Higher Education extension programmes 1. The outcomes from 2012/13 continue to be measured on an annual basis. This evidence informs our approach to developing our activities delivered under the access agreement. Raising aspirations and attainment Activity Features/Objectives Initial outcomes from 2012/13 Target Group/s Ambassador-led taster days (and Provide a positive and engaging HE experience 91.6% agreed or completely agreed that they have learnt Key stage 3 and 4 in conjunction with the SOAS Provide IAG on HE through an interesting learner-led experience more about what university study is like Student Union) Provide tasters through subjectspecific workshops Language taster days Immersion Weeks (Turkish & Urdu) Provide a positive and engaging HE experience Provide participants with opportunities to find out about a wider range of languages available in HE Distinctive SOAS offering Focus on increasing employability Provide a positive and engaging HE experience Provide GCSE support for Turkish and Urdu speakers Improve community language skills and increased confidence Provide greater exploration of HE for hard to reach group 71% agreed or completely agreed they were excited about the subjects you can study in higher education 82.6% agreed or completely agreed that they have learnt more about what university study is like 78% agreed or completely agreed they would like to carry on studying languages 95% agreed or completely agreed languages would help them get a job 70% agreed or completely agreed they had gained information/skills to assist with their school subjects 80% agreed or completely agreed they would like to carry on studying languages 86% agreed or completely agreed the programme showed that Urdu had the same value as other languages All year groups in schools and students in Sixth Form/FE college Key stage 3 and 4 1 Please see SOAS Widening Participation and Outreach Activities booklet 11

12 Progression to HE Activity Outcomes/features Outcomes from 2012/13 Target Group/s Summer schools (including Provide a sustained and intense HE intervention 100% agreed or completely agreed that they have learnt collaborative, subject specific and SU-led summer schools) Provide students interested in particular topics with a broader understanding of the discipline and degree options more about what university study is like 91% agreed or completely agreed they had learnt more Provide sustained, meaningful contact with current HE students, as well as forum for gaining study skills and specific subject knowledge about how to apply to university Includes sessions on careers and employability Masterclasses Provide a snapshot of university-style learning and teaching Provide meaningful contact with current HE students; who very directly provide role models of people who have come from similar backgrounds Increase the understanding of the HE experience to younger students Provide support to students who may be struggling with the concept of HE Primary Schools 27% of students who attended subject specific summer schools applied to SOAS for 2013/14 The pre & post survey results show: Significant increase in knowledge of what university study and university student life is like Increased knowledge on the university application process and range of subjects available at university Delivered to 288 students between September 2012-February 2013: 92% agree or completely agreed that the lecture and group related work gave more of an understanding of university than before 91% agreed or completely agreed they have learnt more about what university study would be like 92% agreed or strongly agreed that the event has increased the likelihood of going to university Key stage 4, students in Sixth Form Key stage 5 and students in Sixth Form, mature students in FE college The WP team have work with the education charity IntoUniversity to host events for the young people that they work with. The charity offers a programme that supports young people from disadvantaged backgrounds to attain either a university place or another chosen aspiration. The charity has education centres across London which organise homework clubs, mentoring and educational visits. We will continue to host university visits for the charity such as IU Lambeth and IU East Ham. We will also continue to host primary groups from the charity as part of their Primary FOCUS programme. We have written a new Key Stage 2 Assembly titled 'Discovering University'. The activity has been piloted with feeder schools of our priority secondary schools. We will continue to roll out this activity in 2015/ Long-term outreach work SOAS has increased its investment in long term outreach as these activities have the most impact on a students decision to apply to HE. We aim to significantly increase the numbers of students engaged by redirecting funding allocated to the National Scholarships Programme. In addition we will be investing in staffing to increase SOAS capacity in delivering its long-term outreach work. We have devised four specific progressive programmes with priority schools aimed at raising attainment and progression of target students through a carefully developed series of interventions. Programmes are delivered for Year 10 entry (continuing into Year 11 and Year 12 programme), Year 12 entry (continuing into Year 13) and throughout Access to HE learners programmes. All programmes identify students 12

13 with academic potential. A number of evaluation tools have been embedded into the planning to fully assess the impact of these programmes Access to HE learners Working with mature learners will remain a priority for 2015/16. We will continue to work closely with FE colleges in raising attainment and improving transition for mature students on Access to HE diplomas through a range of sustained activities including sessions on Staying Motivated, The Real HE Experience and Transitions to HE as well as study skills sessions delivered by previous Access to HE learners SOAS Scholars: Thinking Globally! SOAS Scholars: Thinking Globally! is a long-term sustained outreach project for Year 12s from disadvantaged backgrounds with the potential to achieve high grades at Level 3 study. The project aims to develop participants critical thinking skills to fulfil their academic potential in their current studies but also in preparation to succeed in higher education. Participants also explore different subject areas in order to find the right degree choice for them, as well as working with current students on a number of higher education and career related activities to build knowledge and skills in these areas. Ultimately, the aim is for all participants to progress to, and succeed at, selective universities. The structure consists of a series of Saturday morning sessions in which participants take part in small group workshops with current SOAS students, as well as masterclasses with lecturers across a range of different subjects. The workshops with students consist of either subject tasters, or activities focussing on higher education, careers and personal development. There are 10 Saturday sessions and a summer school in Year 12, and a further 3 Saturday sessions in Year 13. To gain a place on the project, individuals must submit an application form which contains information on prior attainment, the educational context in which it was achieved, and socio-economic factors. A formula has been developed to balance and score these different criteria giving the greatest weight to applicants from disadvantaged backgrounds that have attained strongly in challenging educational contexts. This year 35 places were allocated (out of over 100 applications), and 30 participants completed the first phase of the project (the Saturday sessions in Year 12). Over three-quarters of these students have been previously eligible for Free School Meals. At this stage, participant feedback has been extremely positive about the skills and knowledge they feel they have gained. The key output however will consist of rates of progression to selective HEIs and attainment at A-level (or equivalent); mechanisms are in place for this to be tracked as participants progress through the phases of the project. In the interim, to ensure that the project continues to develop, milestones have been set for increasing the number of places available, for improving the retention rate of participants, and for increasing the minimum formula score of those gaining places, as well as targets for the percentage of participants previously eligible for Free School Meals or living in Low Participation Neighbourhoods Global Matters Global Matters is a long-term sustained outreach project for Year 10s from disadvantaged backgrounds with the potential to achieve high grades at Level 2 study. The aims for the project are similar to those for SOAS Scholars: for participants to develop key critical thinking skills to fulfil their academic potential, to explore different subject areas to find the right one for them, and to increase their knowledge about university and how to get there. Recognising the links between socio-economic disadvantage and poor attainment at GCSE, the project aims to raise these disadvantaged students attainment as a first step towards growing the potential applicant pool of talented students from disadvantaged backgrounds progressing to selective universities. The project structure consists of a series of after-school sessions in which participants take part in small group sessions with current SOAS students. These sessions consist of subject tasters, HE workshops, or career-related activities. There are 6 sessions in Year 10 and 2 sessions in Year 11. This project is run directly with schools, with the first cohort running in collaboration with EGA School in Islington. All participants identified for the subject were either in receipt of Free School Meals, or would be the first in their family to progress to university, as well as being on the Gifted & Talented register. 12 participants completed the 13

14 project this year, with their feedback being extremely positive. The performance of these pupils at GCSE will be tracked, as well as progression to further study. In addition, participants in Global Matters are guaranteed a place on SOAS Scholars: Thinking Globally! to continue this sustained outreach work and maximise impact. This year, all participants have registered an interest into progressing to SOAS Scholars: Thinking Globally! when in Year Step on Programme The Step On is a long-term programme providing young people with no family history of higher education with the opportunity to learn a new language and hone the study skills require to succeed at KS5. The structure consists of a Language and Study Skills week, followed by shadowing a university student and a conference on applying to university. Ultimately, the programme aims to improve retention in language studies from AS to A-level and to university. Young people on the programme also meet with SOAS language Alumni to learn more about language learning at university as single honours, joint honours or as a module and about the career prospects of language graduates. There are at least three students who have applied to study language degrees at SOAS after taking part in the Step On programme Collaborative working Collaboration is a key requirement in meeting need and delivering activities concerning widening participation and access to schools, colleges and the local community. SOAS is an active member in a number of networks relating to widening participation and access. Involvement in these networks have enabled us to increase the scope and reach of our work in attracting disadvantaged students as well as contributing to raising aspirations of students irrespective of which institution they may go to. Our institutional data shows the contribution SOAS make to the wider access agenda. Of the outreach attendees who applied to SOAS, 62% gained places at other institutions during 2013 cycle (22% gained places at Russell Group universities) Capital L, Routes into Languages Capital L is the London consortium of the National Routes into Languages programme. The consortium's 13 HEIs collaborate with schools, colleges and a range of other stakeholders to increase the uptake of languages in schools, colleges and universities. In 2013, HEFCE has provided the programme with a further three years funding. This new phase entitled Routes into Languages: the next journey, will build on the success of the last five years by, for example, promoting the year abroad among British young people through projects like the Adopt-aclass, which in saw 520 students from 17 schools "adopted" by 16 university students going to Europe, Japan and China as part of their language degree. This year, Capital L has also delivered a national competition based on the 2014 World Cup, which attracted 81 schools from all parts of England. This competition is a joint project with the Arsenal Football Club. One hundred winners will be invited to an event at the Emirates on the 10th of June. Capital L staff sit in the WP team within the Academic Development Directorate. The consortium is jointly directed by the Head of Widening Participation at SOAS and the Professor of French of University of Westminster Linking London Linking London is a unique network of twenty eight partners made up of universities, colleges, sixth form colleges, schools, awarding and professional bodies, jisc Regional Support Centre, the London Councils Young People's Education and Skills team and unionlearn. The network has been in existence for over seven years and covers the geographic areas of central, south, east and north London, but also works collaboratively with others to ensure a Pan London overview and approach. The core aims of the partnership are to support recruitment, retention and progression into and through higher education. Through Linking London membership partners work both collaboratively, and individually, to maximise their contribution to targeted student engagement and achievement, social mobility and in pursuit of improvements in social justice through education. Please see the attached template for further details on SOAS engagement Aimhigher London South AHLS provides access to a range of collaborative activities and Resources designed to ensure fair access and support the progression onto Higher Education for young people from non-traditional backgrounds. Through our termly Network meetings of Member schools, colleges and universities our members are better able to meet their own needs, the needs of specific groups of students and the staff who work with them. SOAS have engaged in a number of projects. The project, entitled Look to the Future brings together 6 HEIs and 5 Local Authorities and targets students in care in Years 8, 9 & 10. It spans over 2 years during which time students will visit all partner universities, take part in activities related to the opportunities for further studies available there and receive 14

15 information about entry requirements, academic and pastoral support, finance and bursaries. In addition SOAS have supported a number of activities organised by AHLS by providing student ambassadors and workshops for conferences. These have included a Year 13 Personal statement and UCAS day, a Year 9 Raising Aspirations conference and a Year 10 Raising Aspirations conference. The sessions have been well received by students with the majority of attendees being students that we would target individually as well. The collaboration has also raised the profile of SOAS with some new schools who we had previously not engaged with and this will assist with us reaching more target students The Brilliant Club In order to ensure careful targeting we have worked in collaboration with third sector organisations who have established meaningful and long term relationships with young people from under represented backgrounds. One example of this is our work with The Brilliant Club, an education charity, who recruit, train and place doctoral researchers in state schools serving low participation communities to deliver programmes of university-style tutorials. We help the charity to recruit tutors from amongst our postgraduate student body and will host four events at SOAS as part of the Brilliant Club package of interventions. These events will combine some of our own typical outreach activities such as campus tours and taster classes alongside aspiration raising content delivered by Brilliant Club staff. We will continue collaborating with third sector organisations such as these in 2015/ University of London Outreach, Access and Success Group A new network has been established in April 2014 where a number of University of London institutions have come together to explore the potential of collaboration across five strategic themes including, key stage 3 and 4 outreach, evaluation and research, non-traditional qualifications, student success and progression and postgraduate widening access. The remit of the network and the scale of collaboration will be finalised over the coming months. The similarity and the diversity in the University of London institutions mean this network has huge potential for genuine collaboration. An event was held in early April attended by senior colleagues of 14 University of London institutions. Colleagues were highly enthused by the prospect of collaboration and committed to take this forward. Professor Edbon opened the event. We will continue to review all collaborative arrangements to ensure they meet our widening access and outreach objectives under the new fees regime Contextual data The use of contextual data in the admissions process at SOAS continues to develop. In previous years, applicants who had attended widening participation outreach activity were internally flagged at the application stage to ensure that this wider knowledge of their educational context could be taken into account at confirmation if they missed the terms of their conditional offer. In 2014/15, the School is piloting a proposal whereby applicants who had previously attended sustained widening participation outreach activity are considered for reduced offers below the standard offer for their degree programme. This means that consideration of the context in which applicants attain their grades now takes place at the offer-making stage. Further, a number of departments are trialling a more widespread use of contextual data, for all applications, not just those from widening participation outreach attendees. The widening participation team has produced guidance for Admissions tutors outlining how various sets of socio-economic and educational data available with UCAS applications (such as the POLAR3 and parental experience of HE information) can be used to consider making reduced offers. The guidance also includes the rationale for using such data, and the possible limitations of each data set. The developments in this area are the result of increasingly close working between the widening participation and admissions teams, ensuring that widening participation work on this part of the student life-cycle is fully integrated into those parts preceding and succeeding it. 6. Student success activities SOAS is committed to supporting the success of all its students and helping them realise their aspirations. Our degree programmes are unique and diverse in their content and regional focus. It is therefore crucial to provide support at all points in the student life cycle from pre-entry to after graduation, particularly those from underrepresented groups. We currently provide a wide range of activities designed to support and enhance students learning and success. These include one-to-one essay tutorials, departmental study support sessions and study skills workshops. In addition, we provide free week-long Bridging Courses for mature and first generation (including LPN) HE students to smooth the transition from school, college or work to university. 15

16 Our review of the impact of the Bridging Courses on the first term, first year and degree classification indicates the following: The Bridging Courses have a considerable impact on retention rates of mature students which are better than the overall mature student population The vast majority of students who attend the First Generation Bridging Course end up with a 2.1 or higher Further support is needed in the transition from year 1 to year 2 The support offered is having an impact on the retention of mature students; however we acknowledge that our noncontinuation rate for students requires further investment. We will therefore place further resources into developing and expanding the Bridging Courses and first year support for 2015/16. Support will include essay feedback surgeries and we have implemented transitions workshops. All activities will be evaluated and improved to provide appropriate support for the most vulnerable students. In addition SOAS will be creating a Learning & Teaching Coordinator role whose specific responsibility will be engaging underrepresented groups in student success activities Student success programmes The table below provides examples of activities to support student success: Activity Outcomes/features Outcomes from 2012/13 Target group/s Bridging Courses for Mature and First Transition support for students 82% of students on the first generation BC agreed or Generation (inc. LPN) Students Study skills including writing an essay completely agreed they gained an increased understanding of Early awareness and access to support university through the study skills workshops services 100% of students on the first First year support generation BC agreed or completely agreed they gained an increased understanding of university from the SOAS student panel Transitions workshop Prepares students for greater independence and demands of Year 2 Reflective process with support from relevant colleagues and Bridging Out Courses academic departments Skills for employment Careers advice after graduation Workshops supporting transition Buddying Increase the number of students disclosing through one-to-one support and mentoring Advice and support in the first term 89% of students on the mature BC agreed or completely agreed they felt ready to start their degree after attending the BC 100% of students found the reflective activities the most useful Student attendees identified a short term goal during the session. All students met the goal for learning 93% of participants felt confident about obtaining a job after attending Mature students and students who are the first in the family to go to university (inc. LPN) Mature students and students who are the first in the family to go to university (inc. LPN) Mature students, students who are the first in the family to go to university (inc. LPN), students from lower socio-economic groups Not applicable Students in receipt of DSA, care leavers In addition to the targeted activities listed above we support teaching and learning for all students by providing one-to-one essay tutorials study support sessions, skills development workshops and an entitlement to learn a language alongside a degree programme. Funding allocated to the National Scholarships Programme will be used to increase these areas of support which are proven to have a positive impact on retention. 16

17 6.2. Tracking and data for student success Using a newly-developed student tracking system, we have also been able to measure the success and retention rates of students from under-represented groups, and to map this against which of our success and retention activities they have engaged with. The tables below display outcomes after Year 1 for 2012 entrants from mature and first generation students who are under-represented in higher education: Table 1 All mature entrants [n=104] who attended a Bridging Course [n=44] % Progressing to Year % Retaking % Restarting in % Withdrawn % Unknown Table 2 All first-generation entrants [n=130] who attended a Bridging Course [n=34] % Progressing to Year % Retaking % Restarting in % Withdrawn % Unknown who received a bursary [n=46] who received a bursary [n=46] The above data has not been collected in previous years and serves mainly as a benchmark. However, it is worth noting positive impact on progression of the Bridging Courses, and of bursaries on retention rates for mature students. The impact of study support on groups, and other underrepresented groups such as LPN, will be investigated further and provide evidence for the content and impact of various activities. 7. Targeting and evaluation 7.1. Targeting SOAS have improved the methodology used for targeting at individual and school level. This includes a point scoring system for schools engaged in our raising aspirations and attainment programmes, and for students applying to our extension programmes focused on progression to Higher Education. School level targeting SOAS targets schools with most the most need. We use a basket of data to assess which schools we will work with. The data used to make assessments are: Lower than national average '5 A*-C GCSEs incl. E&M Low progression to HE (or in some cases low progression to 'selective' HE) Higher than London average FSM % This data is used to create a formula in by which schools are assigned a priority number 1-4. Individual level targeting Students who wish to take part in our extended programme must complete an application form. This form, alongside a supporting letter from a school teacher and parental consent, provides the data necessary to effectively target students. The data used to make the assessment are socio-economic and attainment related: HE participation quintile First generation entrant Eligibility for free school meals Attainment at GCSE level compared to the average school performance Experience of care This data is used to create a formula which takes these criteria into consideration to allocate points. Students with higher point scores are given priority. 17

18 7.2. Evidence from monitoring applications from under-represented groups A robust system is in place to monitor applications from under-represented groups. This enables us to track numbers of applications from under-represented groups and to monitor conversion rates for these groups. The table below shows where the eventual outcomes of UCAS applications from students who attend our outreach activities and apply to SOAS and will provide evidence to refine and build a programme of activity that aids in the progression of target groups. LPN Applicants 2012 Entry Cycle 2013 Entry Cycle 2014 Entry Cycle Application numbers (after UCAS deadline) Enrolments n/a Conversion rate n/a First-generation Applicants 2012 Entry Cycle 2013 Entry Cycle 2014 Entry Cycle Application numbers (after UCAS deadline) Enrolments n/a Conversion rate n/a Mature Applicants 2012 Entry Cycle 2013 Entry Cycle 2014 Entry Cycle Application numbers (after UCAS deadline) [not available] Enrolments [not available] 137 n/a Conversion rate [not available] n/a In addition, we systematically engage in pro-active communication with applicants from target groups, and can monitor outcomes of applications in a number of ways. This includes being able to compare predicted grades, offer conditions, and actual results and to then feed this information into both our student success and outreach work. Furthermore, the system in place enables us to monitor the eventual institution, whether here or elsewhere, at which our outreach attendees who apply to SOAS gain a place. This provides further evidence for the impact of our outreach activity. The table below shows where students who attend our outreach activities apply and will provide evidence to refine and build a programme of activity that aids in the progression of target groups. Outcomes of outreach attendees who applied to SOAS 2012 Entry (n=75) 2013 Entry (n=90) Gained a place at SOAS 33% 28% Gained a place at a Russell Group institution 21% 22% Gained a place at another 1994 Group institution 11% 11% Gained a place at a post-1992 institution 7% 13% Gained a place at an institution not in the above groups 16% 16% Did not gain a place at any university 12% 10% 7.3. Evaluation Evaluation is core to our access and student success strategy. In 2012/13 a new evaluation strategy was developed. Following the implementation of the evaluation strategy, SOAS uses a system called Evasys which is a survey management platform. SOAS currently uses this to support the evaluation of courses. This system has been adapted for use by the Widening Participation team and allows all surveys and questionnaires to be standardised and automated. The surveys are read electronically by a scanner, and allow data entered to be manipulated against a number of variables. For example it is possible to assess whether students from particular backgrounds have equally positive outcomes from different activities, or whether each masterclass delivers attitudinal changes. The system has been adapted to monitor and track attitudinal change and is particularly important for our long-term, sustained activities with students in schools and colleges. It is also used to gather data and feedback from participants, teachers, student ambassadors and academic colleagues. Each activity has a clear objective and outcomes as indicated in section 5 and 6. In particular activity is evaluated to assess the following: Changes in attitudes towards Higher Education, specifically SOAS 18

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