The University of Liverpool. Access Agreement - Entry

Transcription

1 The University of Liverpool Access Agreement - Entry

2 Contents 1. Introduction The University of Liverpool Access Agreement Access - Ensuring that students from disadvantaged background can access HE Student Success and Retention - Activities to support students in achieving their potential Progression - to further study and/or employment suited to their qualifications and potential 7 3. Fees, Student Numbers and Fee Income Fees for new fee-regulated part-time entrants in Estimated number of entrants at each fee level Real term rises in the fee for onwards Access Assessment of Access Record Local participation and setting the scene Outreach at the University of Liverpool Pre-16 Outreach: Target Audience: Ages Medicine Law Academic support and mentoring The Brilliant Club Post -16 and Community Outreach: Target Audience: Ages 16-18, vulnerable groups of students Young Carers Liverpool Scholars Programme Strategic relationships with target schools and colleges School Governor Initiative Looked-After Children and Care Leavers Mature Students Student Success and Progression Enhancing community and schools outreach Collaboration and Partnerships supporting Access Realising Opportunities The National Collaborative Outreach Programme Advancing Access National Education Opportunities Network (NEON)

3 5.7 Higher Education Access Tracker (HEAT) Pathways to Law IntoUniversity North Liverpool Fair Admissions and Contextual Data Student Success and Retention Student Support Mental Health First Aid Peer Mentoring Disabled Students Diversity and Equality Progression Graduate employability Employability Bursary upreach Programme Supporting local and student employability Student Development Progression to postgraduate study Expenditure on Financial Support, Retention and Success Bursaries and Fee Discounts Targets and Milestones Monitoring and evaluation Provision of information to prospective students Consultation with Students (Statement from the Liverpool Guild of Students) Appendix 1: Internal University of Liverpool Governance Structure for monitoring the Access Agreement Tables and Figures Table 1 University of Liverpool fee structure, Table 2 University of Liverpool WP rankings Table 3 University of Liverpool Non-Continuation Performance 21 Figure 1 Model of Provision for the Wellbeing Framework 23 3

4 1. Introduction Widening Participation has been a long-term Strategic Aim at the University of Liverpool and the University s record in this area is exemplary. In the English Russell Group, the University is currently ranked: 1 st for the recruitment of students from Low Participation Neighbourhoods 1 st for the recruitment of students from State Schools and Colleges. Source: HESA PIs Table 1a, : Young FT first degree entrants. During the academic year, the University launched its Strategy 2026 following a period of review and consultation. Strategy 2026 includes an action plan which aims to: Explore the diversity of the student community by subjects at all levels to identify areas where we may need to proactively address any inequalities, eg those that fall below the comparator mean for Background (LPN), Gender, Age, Ethnicity and Disability, etc Implement a programme of targeted promotion, outreach and course development to redress any significant anomalies in student demographics Continue to place emphasis on, and exceed benchmarks for, the recruitment of students from low participation neighbourhoods and the State Schools and Colleges sector Prioritise efforts to increase the recruitment and academic success of the widening participation student population in subject areas where we are being outperformed by other similar universities Develop the portfolio and enhance promotional efforts to encourage and incentivise greater participation of students from disadvantaged backgrounds in postgraduate study. In drafting the University s Access Agreement we aim to ensure that our activities support these strategic objectives. We engage with a wide range of colleagues across the organization, including the Guild of Students, to ensure our activity is appropriately targeted. In developing our Agreement we have continued to direct our resources to those in most need and over time to shift the focus of our activities towards the retention and success of our students. We are therefore continuing with our approach of targeting groups of students underrepresented in our institution, with an emphasis on building on activities we already know to have been successful. 2. The University of Liverpool Access Agreement This Access Agreement represents the University s overarching Widening Participation Strategy. Contained in the Agreement is a restating of the University s commitment to extending Widening Participation, an overview of the institution s performance against a range of WP indicators, and an ambitious list of future targets and milestones. Underpinning the Access Agreement is a direct collaboration between our three Faculties, professional services departments (Careers and Employability, Strategic Planning, Student Administration and Support, and External Relations, Marketing & Communications, of which the Widening Participation and Outreach Team is a part) and the Guild of Students. The Guild of Students is represented in all groups that relate to the Access Agreement and collaborates closely with the University to ensure the Access Agreement reflects the views of our students. 4

5 In particular, the Access Agreement has been developed around an understanding of our current performance in the sector, our own local picture, as well as the strategic guidance published recently by OFFA. We have a wide-ranging programme of well-established interventions that have demonstrably yielded results and we intend to continue these activities for However, we are mindful of the need to continue to further enhance and develop our activities and we have introduced a number of new projects that are designed to support specific priority groups that are underrepresented at Liverpool. Any new projects are highlighted as such within the text below. Our long term priorities for Widening Participation are: A student lifecycle approach Greater collaboration and partnership at every level Evidence-based practice Monitoring and evaluating the success and retention rates for all student groups Ensuring Access Agreement expenditure supports all areas of need within access, student success and progression. Monitoring of the Access Agreement is undertaken by the Widening Participation Working Group, which reports to the Recruitment, Admissions and Widening Participation Committee. Each January, a detailed Monitoring Report is submitted to HEFCE and OFFA which provides a statistical update on the University s performance against its targets and milestones. Diversity and Equality The University of Liverpool is committed to creating an inclusive learning environment for all students. The University recognises its responsibilities to eliminate discrimination and promote equality or opportunity in accordance with the Equality Act 2010, for people with the protected characteristics of: Age Disability Gender reassignment Pregnancy and maternity Marriage and civil partnership Race (including nationality) Religious belief and non-belief Sex (gender) Sexual orientation. The drafting of this Access Agreement has been undertaken in accordance with our obligations under the Equality Act 2010 for the need to have due regard for the impact of our policies, criteria and practices on different equality groups, and has been informed by the analysis of key student demographic data sets, in particular those relating to student age, disability, gender and race. This Access Agreement is a key enabler of the implementation of the University s Equality Framework which identifies six student Strategic Equality Objectives, to: 1. Make significant and sustained improvements in the participation rates for the most disadvantaged and underrepresented groups, and in the diversity of the student population. 2. Improve student retention and progression rates for the most disadvantaged and underrepresented groups. 3. Improve degree attainment outcomes and reduce any unexplained degree gap differentials for different student groups. 5

6 4. Improve progression to postgraduate study for people from disadvantaged groups and narrow the gap between advantaged and disadvantaged groups. 5. Reduce inequalities in graduate level employment outcomes from different groups and narrow the gap in employment outcomes between advantaged and disadvantaged groups. 6. Foster good relations between different communities by providing opportunities to come together, learn and understand one another. This Access Agreement sets out how we will work towards achieving these strategic objectives in the academic year The University collects student demographic data at enrolment on the protected characteristics of: Age Caring responsibility (parent etc) Disability Gender Reassignment Race (including nationality) Religious belief and non-belief Sex Sexual orientation. Explorer, the University s Data Warehouse, is available to all departments and provides the key data sets on applications, new starters, all enrolments, progression and degree attainment. The highlighted equality categories (above) are provided through these Explorer spaces with additional reports produced by the Diversity and Equality Team. These data sets will be used to inform and report on progress to the Widening Participation Working Group, the Equality Working Group and other relevant committees. Additional data may be collected as and when required in order to evaluate specific projects where data is not centrally available. This may include conducting equality analysis/impact assessment processes. The Widening Participation Working Group is responsible for the implementation of relevant equality objectives and actions that relate to access, outreach and widening participation. The Diversity & Equality officer is a member of the Widening Participation Working Group as part of a linked-up approach to the implementation of the equality objectives. The University is a Bronze Athena SWAN award holder; in addition 10 Schools and Institutes hold departmental Athena SWAN awards. Addressing gender imbalance within the student population is a key area of activity within these departments, and a new Gender Equality Officer was appointed in 2015 with the aim of supporting this activity and further developing the Athena SWAN charter within the Faculty of Humanities and Social Sciences. Currently, data is routinely collected regarding the numbers of young people with disabilities, and also ethnic origin, for many of the WP-specific programmes and activities run by the University. Since the University has implemented an additional target to increase the number of full time degree entrants from ethnic minority groups, and continues to fund the Fast Trackers mentoring project for local Somali and Yemeni students, raising both aspiration and attainment. This specific project was commended within the Widening Access Initiative section at the 2015 National Education Opportunities Network awards in London. All following sections of this Access Agreement have been developed in accordance with this equality statement and objectives. 6

7 Student Lifecycle The University has continued to follow the three-stage cycle for its Widening Participation activities: 2.1 Access - Ensuring that students from disadvantaged background can access HE Sustained outreach from primary onwards: Pre-16 Outreach focuses on awareness-raising/ progression to higher education as both an option and a choice (ages 9-16) Post-16 and Community Outreach: focus on good IAG and attainment-raising activities linked directly to choice and attainment as well as preparation to apply (age 16+) Fair Admissions: Scholars, Realising Opportunities, Go Higher and Year 0/2+2 schemes, which allow for well-articulated progression routes for learners (16+ years and adults returning to education). 2.2 Student Success and Retention - Activities to support students in achieving their potential Student Success and Retention: Peer Mentoring programmes, transition and induction events, financial support to support retention Student Support: established range of universal, targeted and specialist support services for students, Wellbeing framework to provide information and structures for all students, Mental Health First Aid training, Education Strategy. 2.3 Progression - to further study and/or employment suited to their qualifications and potential Placements and internships: employer engagement links, targeted support for WP groups Mentoring: mentoring from alumni and relevant professional links for second years Financial support: employability bursary for students from low-income households to attend interviews, support with internships. We are a partner with upreach, providing students with a programme co-ordinator who offers intensive 1-1 Skype and telephone support and personal and professional development workshops - to develop their employability skills and boost their professional networks. Students also benefit from an opportunity to be matched with an employer mentor, and to attend employer events. 3. Fees, Student Numbers and Fee Income The average fee charged by the University in will be 9,090. When adjusted for all types of financial support, this figure stands at 8,413. The maximum fee charged will be 9,250. All fees will be subject to the annual inflationary increases permitted by Government. The University s fee structure for the academic year for new system students is as follows: Table 1 University of Liverpool fee structure, Programme Type First degree Foundation Year (of specified courses based at Carmel College, St Helens and Birkenhead 6 th Form College) Year in Industry Year Abroad Fee 9,250 p.a. 5,140 p.a. 1,850 p.a. 1,385 p.a. 7

8 3.1 Fees for new fee-regulated part-time entrants in For all eligible undergraduate programmes, students studying on a part-time basis will be charged prorata to 9,250. No part-time student will be charged more than 6,935 in an academic year, in line with the fees regulations and subject to the annual inflationary increases permitted by Government. Financial support for these students will be available on a pro-rata basis 3.2 Estimated number of entrants at each fee level The predicted numbers of entrants by fee level is presented in Table 1 of the OFFA spreadsheets. 3.3 Real term rises in the fee for onwards. We will apply annual increases in line with the amount set by the Government. 4 Access 4.1 Assessment of Access Record The University recruits a greater proportion of its students from low participation neighbourhoods than any other English Russell Group university (HESA PI s Table 1a ). Students at Liverpool are also more likely to be from households with below-average incomes, where few if any relatives have ever attended higher education, when compared to the rest of the English Russell Group. Table 2 provides a summary of the University s performance in terms of the recruitment of students from underrepresented social and economic categories. Table 2 University of Liverpool WP Rankings Low Participation Neighborhoods (LPN) 2.State Schools and Colleges 3.Disabled Students Allowance University of Liverpool 9.1% 88.8% 5.2% English Russell Group 5.91% 74.9% 5.7% England 11.3% 89.9% 7.1% English Russell Group Ranking (proportion) 1 st 1st =15th Standard benchmark 8.7% 86.2% 6.0% Standard deviation Sources: 1, 2: HESA PIs Table 1a, : Young FT first degree entrants. 2 Sources: 3: HESA PIs Table7, : FT first degree entrants 8

9 In the past year, progress has continued to be made against the University s WP benchmarks. For example, for the academic session : Our recruitment of full time entrants from low participation neighborhoods continued to exceed our benchmark: 9.1% compared to 8.7% Recruitment from state schools and colleges increased to 88.8%, up from 87.7% (exceeding a benchmark of 86.2%). 4.2 Local participation and setting the scene The trends in entry rates for regions in England are shown below. The trends for each region are similar over the period, with entry rates increasing between 2006 and 2011, falling in 2012, then increasing each year since. In 2016, entry rates increased for all regions. The East Midlands, East of England, South East, and London had the largest increases of between 1.3 and 1.5 percentage points, meaning 18 year olds in those regions were between 3 to 5 per cent more likely to enter HE proportionally. The North West (+0.8 percentage points, +2.6 per cent proportionally) and the South West (+0.6 percentage points, +2.2 per cent proportionally) had the smallest increases in entry rates in We saw a similar change in application patterns at the University of Liverpool. Around 35% of our undergraduate intake is recruited from the North West region showing that we, as an institution, have had a significant role to play in increasing overall participation rates in the North West. Source: UCAS End of Cycle Data Outreach at the University of Liverpool The University of Liverpool s outreach activities target underrepresented groups including: 9

10 Those living in low participation neighbourhoods Those attending schools located in areas identified as within the Index of Multiple Deprivation and with a high percentage of students on free school meals Students with parents/carers who have no experience of university study Young people who have been in local authority care, are young adult carers, or have experienced a disrupted education Inclusion of students who may have a disability, those that come from specific ethnic minority backgrounds and gender underrepresentation in specific programme areas Disadvantaged males. 4.4 Pre-16 Outreach: Target Audience: Ages 9-16 At the University of Liverpool we have seen the positive impact in the community and on our students of engaging with young people from disadvantaged backgrounds from a young age. Our outreach activities begin in Year 5 primary and continue up until post 16 and with other targeted groups of learners. Objectives at Pre-16: Ensure a strong progression from our pre-16 activity onto the Liverpool Scholars programme Ensure there is gender balance within outreach programmes Provide opportunities for young people from the care system and those young adults with caring responsibilities Track the educational attainment and progress of participants within outreach activities through the use of the Higher Education Access Tracker Ensure the work of the team complements the work of the HEFCE-funded Merseyside Collaborative Outreach Programme ( Shaping Futures ) Where possible raise the educational attainment of students in partner schools, to improve their chances of progression and success Take greater involvement in school governance, providing a stronger long-term approach to relationships and a more holistic view of the needs of Partner schools Embed diversity and equality consideration within all outreach activities. The University continues to work with the feeder primary schools to our partner secondary schools in order to provide early awareness-raising programmes targeted at Year 5/6 (Key Stage 2) children, and then continue with partner/associate schools with Year 7 (Key Stage 3), and Year 8 (Key Stage 3) interventions. In addition, subject-specific summer schools are offered for Year 10 students (Key Stage 4), as well as undergraduate led in-school, bespoke, GCSE mentoring at Year 11 (Key Stage 4), with a view to raising attainment and educational performance within our partner schools. Long term/sustained Outreach with a focus on the professions Medicine Merseyside Young Medics is a three-five year programme which is aimed at groups of students from University of Liverpool partner schools which highlights and promotes careers in medicine and health. Medicine is a subject area in which students from disadvantaged groups are typically underrepresented and evidence shows that there are significantly lower proportions of state school students within medicine than the overall cohort. The young people enrol in Year 9 and are taken through to Year 11 with the option of an additional two-year programme depending on grade success at GCSE. They are also signposted to the University of Liverpool Scholars programme. The students take part in a mixture of hands-on workshops and career focused lectures delivered by current Medical students 10

11 at the University. Merseyside Young Medics works in collaboration with the Faculty of Health and Life Sciences and the Guild of Students. The initial pilot derived from a more generic long-term outreach programme that had been delivered with students in Years This had proven to have good success rates in raising aspirations in local young people, but we have re-purposed the programme to better utilise the expertise of our School of Medicine as well as concentrating our efforts on a specific profession and degree programme where there is underrepresentation. The development of this programme coincided with the Medical Schools Council s Selecting for Excellence Report which highlighted the need for long-term outreach starting in primary schools. We have worked closely with our School of Medicine to develop this programme as well as working with our Guild of Students so that a core part of the programme is student-led. EdMed, a student led medical outreach group, leads on many of the workshops and this student-led initiative has now been expanded to include EdVet (for Veterinary Science) and EdDent (for Dentistry). Alongside this three-year programme we are offering a Year 12 Medical Summer School and a series of primary school workshops run by medical students. New Initiatives Law In 2017 we began the Liverpool pilot of the national Pathways to Law programme. This Sutton Trust sponsored programme works with disadvantaged students with an interest in a career in Law, enthusing and informing them over four years (Years 10-13), with university skills sessions, work experience opportunities, e-mentoring and a national residential event. The pilot year has involved two cohorts (Year 10 and Year 12) which will be progressed to their next academic year in See further details in section Academic support and mentoring We work in partnership with local schools and colleges to raise attainment against predicted GCSE outcomes and to support school performance. We offer extensive mentoring and academic support to our partner schools. This focuses on students in Year 9-11 and is predominantly delivered by undergraduate and postgraduate students in appropriate degree programmes. We also offer similar evening mentoring sessions for Liverpool Supplementary Schools, Saturday sessions for Key Stage 3-4 young people who have been in care, as well as GCSE-revision classes at the University for students from the local Yemeni and Somali community (the award-winning Fast Trackers programme). This year we have also run a PhD students into schools programme to provide further interaction for our schools with our researchers. We have enhanced this programme by working with the Brilliant Club see next section The Brilliant Club The Brilliant Club exists to increase the number of pupils from underrepresented backgrounds that progress to highly-selective universities. The University of Liverpool supports The Brilliant Club through the Brilliant Club Scholars Programme, which recruits and trains doctoral and postdoctoral researchers to work in non-selective state schools and sixth form colleges as university access professionals. Researchers work part-time to deliver six academically rigorous tutorials to small groups of high-potential pupils in Key Stages 2-5. The programme also includes two trips to highly-selective universities, where they receive targeted access information, advice and guidance. The University of Liverpool contributes financially to The Brilliant Club to run its programme with schools across the North West region. The University also provides support by recruiting researchers from their Faculties, and hosting trips that include tailored information, advice and guidance for pupils. 11

12 As part of the programme, pupils study rigorous academic subjects, which are supra-curricular, and complete weekly homework assignments. The programme leads to a final assignment between 1,000 and 2,500 words long which is pitched above the pupils expected level of attainment and is marked in the style of university grading. The Brilliant Club is committed to the rigorous monitoring and evaluation of its programmes to ensure that we deliver consistent outcomes for the pupils we work with. The Brilliant Club s programmes provide Termly Impact Reports to both their school and university partners, which incorporates contextual data, final assignment marks, pupil self-evaluations, and feedback from parents. The longitudinal tracking of pupils can be tracked through the Universities and Colleges Application Service (UCAS) and the Higher Education Access Tracker (HEAT). Over the past year, the charity has worked with 407 non-selective schools and sixth-form colleges across England, Scotland and Wales, placing over 350 PhD tutors to work with 8,713 pupils. It would be expected that the University of Liverpool will work with over 350 pupils in the academic year. This consists of both pupils who will attend university visits at the University of Liverpool and those who will work with a University of Liverpool researcher. The charity commissioned the Universities and Colleges Application Service (UCAS) to evaluate the impact of The Brilliant Club Scholars Programme on progression to highly-selective universities. Data from the most recent cohort of pupils shows that 58% of pupils eligible for Free School Meals (Ever6FSM) secured a place at a highly-selective university compared to a national average of 11%. This means that pupils eligible for Ever6FSM slightly outperformed the cohort overall. Further, when compared to a control group with matched characteristics including gender, ethnicity, and GCSE attainment, UCAS reported that pupils who completed the programme were significantly more likely to secure a place at a highly-selective university. The UCAS findings coincide with the launch of the Brilliant Club s new five-year strategy, The Path to Outcomes. This strategy sets out a plan, with the support of partner universities, to support 6,500 pupils from underrepresented backgrounds to progress to highly-selective universities by Post -16 and Community Outreach: Target Audience: Ages 16-18, vulnerable groups of students Potential applicants to HE living in low participation neighbourhoods Black and minority ethnic (BME) students Care leavers Disabled students Young Carers Refugee students and their parents/carers Target schools and colleges Realising Opportunities Group and Liverpool Scholars Disadvantaged Males Objectives for : Assess and, where possible, re-balance the gender and ethnic diversity within our outreach programmes, in particular the Liverpool Scholars programme and to support target areas within the academic departments at the University of Liverpool (where there is underrepresentation) Build upon the application and entry rates to the University of Liverpool for local partner schools 12

13 Work with targeted groups of learners who are underrepresented in HE with particular focus on disabled learners and young adult carers Continue to develop our academic and attainment mentoring programmes Ensure the work of the team complements the work of the HEFCE-funded Merseyside Collaborative Outreach Programme ( Shaping Futures ) Young Carers There are estimated to be 375,000 young adult carers (YAC) in the UK aged between the ages of (Supporting Students with Caring Responsibilities, Carers Trust, 2014). Representatives from the Student Support Services (SSS) and External Relations, Marketing and Communications (ERM&C), are represented on the Liverpool Universities and College Steering Group for Young Adult Carers in HE and FE (LUCS) facilitated by the charity Barnardo s, on behalf of the Local Authority. SSS and ERM&C have now established an internal working group and an action plan for this area of work has been developed. Key actions include running an awareness session for staff at the University and offering bespoke support for students holding an offer at the University Liverpool Scholars Programme The University of Liverpool Scholars programme aims to support students from traditionally underrepresented backgrounds with applications and entry to the University of Liverpool and the wider higher education sector. The programme consists of a range of academic activities, including skills workshops, lectures and seminars designed to help prepare students for university life. Each student is supported by an academic tutor. Evidence suggests that the programme is highly effective in terms of building students confidence and enhancing their UCAS application. In addition, for those students who complete the programme, Scholars provides: A guaranteed conditional offer of a place at the University of Liverpool (this offer is reduced by up to the equivalent of 2 A-level grades) A non-repayable University of Liverpool financial bursary to help towards tuition fees and living expenses. A continuing key initiative for the University is an enhanced focus on the transition, completion and employment rates for those undergraduate students who have entered the University of Liverpool via the Liverpool Scholars programme Strategic relationships with target schools and colleges The University has a strategy for working with partner and target schools and colleges. The University also has three main Associate Colleges Carmel College, Birkenhead Sixth Form College, and Wirral Metropolitan College. These three institutions deliver part of the University s programmes, including a Year 0 route to enable access to Dentistry, Medicine, Health Sciences and Veterinary Science for students from non-traditional backgrounds. In addition the University co-sponsors the North Liverpool Academy and the Liverpool Life Sciences University Technical College (UTC). The implementation of the strategy supports the University s ethos that the most effective way of working with schools and colleges to improve access to HE is to support capacity building at school level and to achieve lasting culture change in schools, particularly where HE participation rates are low. The core activity of the strategy is delivered by staff from the External Relation, Marketing and Communications team, which includes staff working with WP students, with wider support from the Faculties and other professional service areas. This approach ensures that all work with schools and colleges across the University is managed in an integrated and effective way. 13

14 4.5.4 School Governor Initiative The University has recently developed a School Governors initiative to contribute to the leadership and improvement of state schools by engaging staff in school governance roles. This initiative highlights our commitment to our community, raising standards in our schools and offering staff a unique development opportunity, while also contributing to our work to raise attainment in schools and colleges for those from disadvantaged groups. The scheme will be officially launched with staff and external stakeholders by the Vice-Chancellor in June External Relations, Marketing and Communications comprises a team of staff working to bring students into the University, and covering activities in recruitment, admissions and widening participation. ERM&C s recruitment staff work with 345 target schools and colleges, and engage with these schools and colleges through support in school with progression to Higher Education. The University is represented at HE fairs and staff offer a number of talks and workshops on topics such as UCAS and student finance. Schools and colleges are encouraged onto campus for a visit/residential; throughout the year a number of masterclasses and subject specific events and lectures are available. ERM&C also delivers a range of events and conferences for teachers and HE Advisors. In order to raise awareness of the University of Liverpool in schools and colleges in London and the South East of England, additional target schools and colleges have been identified in these regions. The University s London campus is being used as a base for recruitment activities for Year 12 students and teachers and HE Advisors. ERM&C staff with a focus on widening participation have a growing target list of local partner primary and secondary schools on which they focuses a wide range of outreach activities. This focused approach to targeting aims to provide disadvantaged pupils with a long-term and sustained programme of activities throughout their school career that raises aspirations and awareness of HE, as well as supporting attainment and access. Between 2012 and 2016 the number of applications to the University of Liverpool from partner schools increased by 27.7%, highlighting the success of this model. Schools are targeted using a range of indicators including: Schools which have an above average proportion of pupils who are in receipt of Free School Meals (FSM) Schools which have a high percentage of pupils living in one of the 13,000 most deprived lower super output areas (LSOA) in England, as identified by the Index of Multiple Deprivation (IMD) Schools that have a previous long-term relationship with the University developed under the Aimhigher funding or through strategic sponsorship arrangements Looked-After Children and Care Leavers The University continues to build on previous success in the support of care leavers. We have developed tailored communications for care leavers and enhanced the way that learners who have spent time in care are supported during the application process and in their progression to the University. Care leavers are contacted when their application is received to highlight the support available from the University and to provide applicants with the opportunity to give context to their application by adding a statement that will be considered alongside academic qualifications. Admissions staff liaise with Academic Admissions Tutors as appropriate to take account of personal circumstances during 14

15 the admissions process and when results are received. Applicants who receive an offer can also access financial support to attend a post-offer Discovery Day to visit the University or to attend an interview and we use this opportunity to remind applicants of the support available to them and to signpost the Care Leavers Opportunity Bursary available for our students. Care leavers are also automatically given a WP flag as part of our work on contextual data, helping to ensure that they are given appropriate consideration during the admissions process. To support the transition to University for care leavers we have established a mentoring opportunity with the Brightside Trust. Purchasing this mentoring platform has allowed current undergraduates (who have experienced Local Authority care) to provide information and advice about all aspects of student life in Liverpool to our care leaver applicants. ERM&C work closely with the Accommodation team at the University to ensure that care leavers have a smooth transition into their student accommodation. Care leavers are prioritised with regards to accommodation allocations, ensuring that all care leaver applicants are given their preferred choice of accommodation. An agreement has been made with the Accommodation team that care leavers are not asked to pay a deposit for their accommodation until their student financial funding has been received. ERM&C also work with Local Authorities across the country to ensure that all care leaver applicants are fully aware of the additional entitlements available to them. This includes obtaining the required evidence of time spent in Local Authority care which ensures applicants are allocated the care leaver bursary within the first semester of their studies. The University is continuing to focus on support for offer holders and at opportunities for intervention for applicants by exploring the reasons that applicants are given unsuccessful decisions. Both ERM&C and SSS work closely to ensure that key contacts and support are clearly signposted and accessible to applicants, with pleasing results. In 2015/16 there was a 15.1% conversion rate from application to acceptance for care leavers compared to approximately 14.65% for Home/EU students for the University as a whole Mature Students The University of Liverpool attracts a high number of mature learners when compared to other Russell Group institutions, but in comparison with local universities, the proportion of mature learners is lower and we wish to ensure we are more representative of our community and responsive to their needs. To improve our performance in this area we have set up a formal Mature Students Working Group with representation of staff and students across the institution and have also developed a mature student action plan. Key actions include: Increasing marketing and access for mature students Ensuring the learning and pastoral needs of adult learners are adequately met Promoting evidence-based practice in adult learner provision. The University offers excellent pathways for mature students wishing to enter HE and values applications from students with non-traditional qualifications and we are seeking to grow the number of students on collaborative arrangements such as the Year 0 and programmes that we deliver jointly with local FE colleges, and which lead on to a variety of degree courses across the institution. We have brought further clarity and strength to our offer for mature students through a more coherent approach to the provision of information about the different pathways available to 15

16 students with non-traditional qualifications. A brochure that explains the different options (such as Year 0, Go Higher, FE Access programmes, A levels etc) is now available and our open day provision includes a specific area where potential students can go for information, advice and guidance. Mature student provision has become central to Open Days, through tailored presentations and an information stand for potential mature applicants. We are promoting outreach events aimed specifically at potential mature students, and thinking creatively about how this group can most effectively be reached. For example, some of our pilot work in this area includes outreach work with parents of pupils who are being targeted through our general Widening Participation and Outreach provision. We are also seeking to improve the mature student experience through a number of routes. We are piloting a model of collaboration with our local FE college reviewing the content and delivery of specific Access programmes and collaborating with the college to revise content as required to ensure students are as well prepared as possible for their transition into HE. We are working closely with the University of Liverpool Mature Student Society, we have instituted a more comprehensive welcome experience for new mature students. 5. Student Success and Progression Our Mature Students Working Group will work collaboratively across the institution to address mature student success and progression. Comprising academics, professional services and current mature students, the group will develop and implement new targets relating to success and progression. 5.1 Enhancing community and schools outreach As part of our ongoing drive to increase outreach we have sought to make the University s considerable arts, museum and heritage collections more accessible to groups of school pupils (pre and post-16). As a leading Russell Group university, Liverpool has an extensive arts and heritage collection within the Victoria Gallery & Museum (VG&M) which we have been promoting effectively and visibly to local schools and the community. This has involved encouraging schools to make use of the VG&M learning sessions, its artworks and historical artefacts, and encouraging more school groups (and parents) to visit our campus-based museums. The VG&M has a large informal learning programme for families and adult learners, which can be promoted to schools also. Other areas of the Institution such as our libraries also carry out extensive outreach with schools and we intend to work towards capturing the scope and impact of this activity. Close collaboration with Liverpool Guild of Students has resulted in an enhanced range of outreach activity, plus a greater understanding of the function and purpose of the Guild of Students. Through the various volunteering programmes run in the Guild (Green Schools, Societies in Schools, and Science in Schools) we are able to target jointly, share good practice and deliver Widening Participation work most effectively. Access Agreement targets include the outreach carried out in the Guild and we target schools institutionally so that we are building relationships with local schools holistically across the whole institution. Guild opportunities are signposted to our partner schools to allow a strengthened relationship to develop and in Guild societies engaged over 1,000 local Widening Participation students. Liverpool Guild s project Green Schools sees students from the University visit schools across Merseyside and champion the importance of environmental sustainability and enterprise skills. As part of this project, students work with school children to help them develop sustainability projects in their local community. In the Guild s Societies in Schools programme (run in conjunction with 16

17 widening participation staff in ERM&C) students visit local schools to deliver lessons usually based on the expertise of their society. The Guild s Science in Schools project aims to change the perception of science among young people and encourage a future generation of scientists by running interactive science based sessions for primary school children. Students on all of these projects use this opportunity to talk about the importance and value of University education, as well as developing their own skills which will help them gain future employment. The Guild plays an active role in the construction of the University s Access Agreement, offers free room usage for widening participation activities and is a driver for Widening Participation in the University. 5.2 Collaboration and Partnerships supporting Access At the University of Liverpool we work in partnership with other universities and providers to widen participation most effectively and bring about national and local change more quickly. We are involved in nine or more major partnerships, seven national and two local. All have ambitions around widening participation and increasing opportunities for disadvantaged groups at their core. 5.3 Realising Opportunities The University of Liverpool is a member of Realising Opportunities (RO), a unique collaborative partnership of research intensive universities developing and delivering a national fair access scheme which promotes social and geographic mobility for able students from underrepresented groups. The award-winning RO programme, developed through shared best practice, provides support for students through interventions designed to raise aspirations, develop skills and enable them to demonstrate their potential to succeed at a research intensive university. These interventions are offered locally and nationally and include a National Student Conference, ongoing support and encouragement from a trained student e-mentor and an assessed academic element. Successful completion of RO will result in additional consideration given to applications through UCAS from all partner universities, and the potential for an alternative offer where successful completion of RO is worth two A Level grades of equivalent. Each participating institution has committed future funds to ensure the on-going delivery of RO to 31 July For this will be a maximum of 38,000 per partner. RO has a robust evaluation framework which incorporates contextual data, student aspirations and the longitudinal tracking of students through the HEAT database and UCAS. Evaluation work has indicated the impact of RO on a number of levels. UCAS analysis has shown RO is robust in its dual targeting of high attaining students from disadvantaged backgrounds 100% of students meet this criteria. White males are well represented and there is a higher proportion of Black and Asian students taking part in RO when compared to the population as a whole. UCAS analysis continues to show evidence of elevated application and offer rates for RO students. HEAT analysis for students entering HE between and UCAS analysis for those entering in 2015 shows that higher numbers of RO students are entering both HE generally and research intensive universities (RIUs) than comparator groups. RO increases the number of students it works with annually and since 2014 has seen the number of students progressing to RIUs increasing both as a percentage of the cohorts and as a real number of students (74 more students progressed to RIUs in 2015 than 2014 and 65 more in 2016 than In more students entered RIUs than the 2011 baseline group). The RO Programme aims to prepare students for successful transition to higher education. HEAT provision of HESA data has highlighted RO student s success in higher education and beyond 17

18 graduation. 83% of students received a First or 2:1 compared to 66% of all students nationally, including those from the most advantaged backgrounds. 93% of RO students who graduated in 2013/2014 were in work or study six months after graduation, compared to 89% for all leavers from all UK HEIs. 5.4 The National Collaborative Outreach Programme The University of Liverpool is the host institution of the HEFCE funded Merseyside Collaborative Outreach Programme Shaping Futures, one of the consortia which form the National Collaborative Outreach Programme. This network has been established to target local electoral wards where progression to Higher Education is less than expected. The initial two years of funding will work with 26 wards and through the Core team will seek to improve the outcomes for disadvantaged groups, with particular focus on young white males from lower socio-economic groups and doubling the progression of students from a BME background, compared to a 2009 benchmark. This work will build on the successful outreach work delivered under the previous collaborative programme, the Merseyside Network for Collaborative Outreach. The Shaping Futures team will be co-located with Widening Participation staff at the University of Liverpool, and it is anticipated that there will be regular and structured dialogue between the two teams, to ensure that there is no duplication of activity in the wards that form the specific focus of the Shaping Futures consortium, but that effective practice can be shared. Students who take part in Shaping Futures activities will be recorded on the HEAT database; since the University of Liverpool also has a subscription to HEAT, any students who take part in both University of Liverpool and Shaping Futures activities will be identified and can be effectively tracked. 5.5 Advancing Access The University of Liverpool is a partner in Advancing Access, a national collaboration of 24 selective universities. We are working together with schools and colleges to develop and deliver CPD for teachers and advisers that supports student progression to selective universities and courses. Advancing Access has a particular focus on schools with low levels of progression to such universities. We are delivering the majority of CPD events and resources online to allow easy access for all schools, regardless of their location. Advancing Access complements the excellent work already carried out at the University of Liverpool and other partner institutions by engaging those areas that have historically been hard to reach and may be in geographic cold spots. Advancing Access also aims to complement the work of national collaborative outreach programmes. It is a cost-effective approach to equipping teachers and advisers with the information they need to advise students with confidence. Initially funded through HEFCE s collaborative outreach network scheme, Advancing Access is now funded through financial contributions from each of its partner universities. 5.6 National Education Opportunities Network (NEON) The National Education Opportunities Network (NEON) is the professional organisation for access to HE in England with over 60 Higher Education Institution (HEI) members. In NEON will be providing opportunities for professional development and collaboration in the Government key priority areas of Black and Minority Ethnic (BME) learners, supporting those with disabilities, enabling greater progression for white disadvantaged males, as well as in the ensuring improvements in the evaluation of access to higher education work. Membership of NEON allows the University of Liverpool to improve the quality and range of its access work by being part of a collaborative national community 18

19 of practice. NEON continues to extend its work providing its members with the opportunity to draw on the strength of collaborative working to strengthen their work across the student lifecycle encompassing success, retention and progression work as well as outreach. 5.7 Higher Education Access Tracker (HEAT) The University of Liverpool is a member of the Higher Education Access Tracker (HEAT) membership service which assists Higher Education Institutions in England to target, monitor and evaluate their outreach activity. The University of Liverpool records data about its outreach and participants on the HEAT database. This is entered into the HEAT longitudinal tracking system which matches records on individual outreach participants to administrative datasets spanning Key Stage 2 data through to postgraduate study and employment. Tracking reports received from HEAT help the University to better understand the relationship between our outreach provision and the attainment and progression of disadvantaged young people. We are able to track student progression to any HEI, including this Institution, so that we can assess the extent to which we are contributing to the increased participation rates of disadvantaged young people as a whole. Being part of the HEAT service also enables the University to engage with collective WP sector research. By using data from all members as an aggregate, the HEAT service is now able to explore new multi-dimensional ways of defining underrepresentation, disadvantage and differential outcomes and the effect that outreach can have on different groups of participants. By subscribing to HEAT we can take an evidence based approach to planning outreach delivery so that we can continue to invest in outreach activities that optimise progression with disadvantaged cohorts. Although the progression data we have received is currently limited due to the necessary lag time of students moving through the educational system, the results have been encouraging with 89% of students achieving 5x A*-C (including Maths and English), compared to 50% of their peer group. This data will naturally deepen the longer the University is a member, and can be used for informed resource allocation and efficient project planning. New Collaborations/Partnerships 5.8 Pathways to Law The Pathways to Law programme was set up in 2006 by The Sutton Trust and The Legal Education Foundation, with support from major law firms, to inspire and support academically-able students in Years 10 to 13 from non-privileged backgrounds interested in a career in law. Pathways to Law was established to widen access to the legal profession. It followed research by the Trust which showed that the top echelons of the profession were drawn from a narrow range of social backgrounds and law firms were not making full use of the talents of students from nonprivileged homes. Visit: 2/pathways-to-law/ for more information. The University piloted a Liverpool branch of the national programme in 2016/17 and has given local students the opportunity to access on-campus workshops, residentials, a national conference and legal work experience, while working closely with University staff and PhD students. The programme will support students from Year and represents a network of WP teams working together, providing reciprocal opportunities for students on other Pathways programmes around the country. 19

20 5.9 IntoUniversity North Liverpool The University is currently in discussion with the LFC Foundation and the charity group IntoUniversity regarding co-sponsorship of an IntoUniversity Centre in Anfield. The centre will be a higher education presence in the community, and will provide a range of programmes for young people aged The partnership will provide a space for children from the local area to come together for academic support sessions delivered by graduate staff and student volunteers. The IntoUniversity programmes work to break down these barriers through: Supporting students with their academic study, ensuring for example that they complete their homework on time and to a good standard and are well-prepared for examinations Building soft skills, such as confidence, communication and teamwork Building study skills, such as the ability to learn independently Developing a positive attitude to learning Raising aspirations and normalising the idea of university Providing information, advice and guidance Introducing primary schools students aged 7 and upwards to the idea of university Providing social and cultural capital. These sessions aim to improve academic performance, build soft skills and develop a positive attitude to learning. The programme s academic effectiveness is evidenced through evaluation data collected from Likert scale self-reports which were designed and are administered to remove bias. The centre will be co-sponsored with the LFC Foundation, and although access to the centre will be open to the full range of students, the demographics of the Anfield area and the nature of the partnership mean this opportunity will particularly appeal to white males from socio-economically disadvantaged backgrounds, an identified priority group, building capacity, aspirations and enthusiasm from a young age. The initial contract will represent a five year commitment, creating a focus on long-term outreach and building on the existing relationships the University has with schools in the area Fair Admissions and Contextual Data Our work in the area of contextual data is ongoing, and PhD research continues to be undertaken to examine how contextual data can practically be incorporated into the admissions process. Following an initial pilot year during the 2015 entry cycle, the University has embedded the use of contextual data using an automated process which identifies the Widening Participation cohort using a series of agreed indicators. Initially, the pilot sample included only applicants aged 18 from England. However, with the introduction of additional datasets for the devolved administrations, we are now able to identify widening participation candidates from across the UK. Applicants are identified as belonging to the widening participation cohort as their applications are received from UCAS, and an indicator is set on our student records database. This indicator allows us to prioritise widening participation candidates when considering near-miss applications at confirmation. Contextual data also continues to be used to prioritise unsuccessful applicants for Year One entry who are referred to the Foundation science and engineering programmes at Carmel College. 20

21 For entry in September 2016, the School of Medicine used the widening participation indicator for the first time to prioritise its own applicant pool at confirmation, and it is anticipated that this will be expanded to include the other clinical subject areas in future, as the datasets for the four administrations of the UK become available. 6. Student Success and Retention The University s retention record is strong and we are pleased to see that we have exceeded our benchmark for our overall non-continuation rate. Our rate of retention for mature students has improved, although we will continue to monitor the non-continuation rate for this group. We are aware that, although we exceed our benchmarks in all but one area, our non-continuation rates increased slightly in We will analyse our data to understand the reasons for this and will hope to see the impact of our student success and retention activities reflected in the data. Table 3 University of Liverpool Non-Continuation Performance 3 Category ALL Liverpool 4.2% (5.2) 3.8% (4.4) 4.1% (4.2) 4.5% (4.3) 3.8% (4.7) 4.3% (4.6%) English Russell 3.6% 3.5% 3.3% Group 4.1% 3.6% 3.5% England 8.4% 7.3% 6.6% 7.0% 7.1% 7.4% Young Liverpool 3.4% (4.3) 3.6% (3.7) 3.4% (3.5) 4.2% (3.7) 3.3% (4.1) 3.9% (4.0%) English Russell 3.1% 3.0% 2.9% Group 3.5% 3.0% 2.8% England 7.1% 6.2% 5.7% 5.7% 5.9% 6.2% Mature Liverpool 9.6% (10.4) 5.3% (9.0) 9.4% (9.1) 6.9% (9.5) 7.9% (10.7) 7.8% (10.0%) English Russell 8.8% 8.4% 8.7% Group 9.5% 8.7% 8.5% England 13.2% 11.5% 10.3% 12% 11.8% 11.7% LPN (POLAR 3) Liverpool 5.6% (5.5) 5.0% (4.9) 4.5% (4.9) English Russell Group 5.3% 5.0% 4.6% 8.0% (5.1) 5.0% (6.0) 6.6% (5.9%) 4.7% 4.6% 3.8% England 9.8% 8.8% 7.9% 7.7% 8.2% 8.8% 3 HESA PI s Table T3a/b, , FT first degree. 21

22 3) HESA PI s TableT3a/b, , FT first degree. Please note: figures above relate to the proportion of students who left their courses prematurely. Benchmark figures in brackets. The University of Liverpool has recently carried out an institution-wide review of BTEC students both in relation to their transition into the University and also to the support required once students have been successful in gaining a place. One of the main recommendations to come from this report is the need to develop transitional academic and pastoral support for BTEC students both prior to commencing at university, and also during Year One of studies. We will seek to pilot a programme of intervention support from September 2017 for first year students entering with a BTEC qualification, with a view to offering a fuller programme of support for students with a BTEC qualification in future years. The programme is likely to include preparation support prior to enrolment as well as ongoing support during Year One of studies. We will also seek to identify whether the programme of support offered might be transferable to other groups entering university with non-traditional qualifications. 6.1 Student Support The University of Liverpool provides support for all students, but provides particular focus for those more vulnerable groups such disabled students and care leavers. The Wellbeing Framework, which was established in 2014, sets out how the University will meet its ambition to support and promote the wellbeing of its staff and students in their research, work and study until The framework identifies four key priorities: Healthy Lifestyles; Mental Health; Supporting Key Transitions and Supporting Diverse Cultures and Communities. The Wellbeing Board is responsible for the implementation of the Framework and the associated action plan. Membership of the Board includes representatives from each of the Faculties; Student Administration and Support; Human Resources; External Relations, Marketing and Communications; Legal, Risk and Compliance; Residential, Sport and Commercial Services and the Guild of Students. Figure 1 Model of Provision for the Wellbeing Framework Student Support Services has been rebranded as Student Welfare Advice and Guidance to provide clarity about its function and is being relocated to new central premises which will raise the profile of the services. 22