Access Agreements for : OFFA template for SCITTs and other non-hei ITT providers
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1 Access Agreements for : OFFA template for SCITTs and other non-hei ITT providers Name of institution Suffolk and Norfolk PGCE Secondary SCITT For further detail, please see the attached guidance document when producing your access agreement. Part one: Introduction to your agreement A. Your current position in relation to access and, where appropriate, retention In order to provide a rationale for the focus of your agreement, we ask that you set out briefly an assessment of your current position in relation to access and, where appropriate, retention.- Suffolk & Norfolk Secondary SCITT is an accredited teacher training provider which sits within a suite of ITT programmes as part of Suffolk and Norfolk Initial Teacher Training (SNITT). The SCITT comprises of a partnership of over 75 schools within the Eastern Region encompassing two local authorities, Norfolk and Suffolk. We offer a full-time, one year postgraduate programme for trainees who wish to teach in the Secondary sector. For we have been allocated 42 places by the TDA for 8 different subjects. These are Maths, English, PE, DT, ICT, MFL, Music, Chemistry, Biology and Physics. Trainees study to level 6 HE QCA Framework and on successful completion of the course trainees gain Qualified Teacher Status and a Professional Graduate Certificate in Education. There are very high employability outcomes with the majority of trainees gaining teaching posts in the local region. Recruitment Events Recruitment events are organised to meet demand across the region. Advertising activities included local press, local schools, via UCS and our website. The Programme Leader also attends Taste of Teaching events held by the LA and local schools including those specifically targeted at BME applicants. The SNITT organised events provide explicit advice on how to access study skills courses for those returning to study as well as additional language support courses for those for whom English is an additional language. Presentations at these events include targeting possible applicants from a range of academic and socio-economic backgrounds as well as under represented groups such as those from minority ethnic backgrounds.
2 Recruiting from under-represented groups Recruitment of BME trainees In keeping with the regional statistics for minority ethnic groups it continues to be difficult to recruit in this area. The programme tracks the number of minority ethnic applications, the number interviewed and subsequently how many are successful in gaining a place. Personalised feedback is provided to all unsuccessful candidates so that they may continue with their ambition of becoming a teacher in future. The Programme Leader also attends Taste of Teaching events held by the LA and local schools which are specifically targeted at BME applicants. Over the last three years Secondary SCITT has successfully recruited 6 trainees from a minority ethnic background. All trainees met QTS and subsequently gained employment in local high schools. Recruitment of trainees who declare disability Trainees who declare additional needs or disability during the selection process receive personalised support from the outset. Over the last 3 years 5 trainees have declared a learning need of dyslexia. Each was given support from the University Student Support Programme and additional IT resources and learning mentors were assigned for academic assignments. All trainees met QTS and subsequently gained employment in local high schools. Meeting regional and national needs The programme is committed to providing locally available access for ITT to those who, for family and personal reasons, are unable to travel to one of the other ITT providers within the Eastern region. In order to spread the net of recruitment as widely as possible, the programme uses a wide range of placement schools which are spread geographically across the two counties and seeks to place trainees in a school within a fifty minute drive of their home address. The programme is effective year on year in meeting national targets and local and regional needs for recruitment and selection. Current Trainee Profile The current trainee profile comprises 29 trainees of which one is White Asian and the remaining are White British. 18 female trainees and 13 male trainees. Two trainees are registered as having a disability, one who has been in remission for eight years and another who has severe dyslexia and has been fully supported through the University Student Support Programme. Exact data is currently not collected with reference to socio-economic status but no trainees have yet taken advantage of the small access to learning fund.
3 Part two: Fee limits, spend on access and financial support for trainees B. Fee limits Your access agreement should set out the tuition fees you intend to charge new entrants in Tuition fees will be charged at 8,900 for the duration of the academic year The fee limit will rise with inflation (inline with annually published Government regulations) or if a greater rise in fee is to be charged this is to be agreed by OFFA. C. Amounts of additional fee income to be spent on access measures You should include estimates of the amount of additional fee income you expect to receive along with the estimated amount of investment in access measures, by completing the attached Excel spreadsheet (Annex B). As a broad guideline, we would expect you to recycle a minimum of around 10 per cent of your fee income over 6,000 on access or retention measures. This means that should you wish to charge the maximum fee of 9,000, we would expect you to recycle around 300 per fee on access or retention measures. If you wish to charge 8,000, we would expect you to recycle around 200 per fee on access or retention measures. In the total number of trainees expected to be recruited is 40. Therefore we expect to receive 116,000 in additional income. Approximately 10% of this figure, 12, 000 will be spent on additional access and retention measures D. Financial support for trainees Your access agreement should include: what you plan to spend on targeted fee waivers, bursaries and scholarships for trainees in the amounts of support and the eligibility criteria for new entrants. A discretionary fund of 3,500 will be set aside in order to alleviate proven hardship of any trainees during the course and to ensure equality of access for all. All trainees will be eligible to apply for this through a means tested application process, which will take into account trainees who are on full or partial state support. Financial support will be offered as a cash bursary for those eligible. We will also provide in-kind support such as access to laptops, cameras and course books to support study.
4 Part three: outreach and retention E. Outreach and retention work If you do outreach work please include this in your access agreement. For the purposes of an access agreement, outreach work includes any activity that involves raising aspirations and attainment among potential applicants from under-represented groups and encouraging them to apply to higher education. This includes outreach directed at young or mature students aspiring to full or part-time study. We particularly encourage sustained, co-ordinated activities that work with pupils and other potential applicants over a number of years. Please also include any retention activity in your access agreement. Outreach activities undertaken by staff at Suffolk & Norfolk Secondary SCITT will include presentations at careers events at University Campus Suffolk and Training Schools in the eastern region. At least one of these Train to Teach events will target BME applicants for shortage subjects. Along with the other SNITT programmes, seven recruitment evenings will be held across the eastern region each autumn term. We will seek to identify areas of under-representation in our recruitment activities and give personalised advice to all who make enquiries. We have a dedicated phone line for enquiries with a skilled member of the team who will provide personalised specific feedback to those expressing an interest in becoming a teacher. If we identify an area of significant under-representation, we will seek to address this by considering whether there may be further effective outreach activities which could be directed at such groups. For entrants we plan to provide the following activity: Expanded subject knowledge enhancement pre-course training to widen access to Sec SCITT among under-represented groups. Courses will include basic English skills and English for assignment writing additional academic support tutorials according to need Outreach activities (including targeted roadshows, advertising and one to one sessions) Gathering of contextual data on admissions Focused support to improve retention, particularly with under represented groups. For example additional visits to trainees in placement with subsequent action plans to aid progress. Also an increased level of contact from the trainee s pastoral support worker via electronic and face to face meetings.
5 Part four: Targets, milestones and monitoring F. Targets and milestones Access agreements should include a commitment to monitor target groups and show a desire to improve performance over time. You may also wish to include descriptions and definitions of any targets. These targets might be statistical - based on how representative your entrants are and, where appropriate, your retention performance and might include annual or interim milestones to help you monitor whether you are making progress. You may wish to include criteria around the numbers of trainees in receipt of a full or partial maintenance grant, as financial data will need to be collected to determine bursary support and the data will also be accessible through the Student Loans Company for those that choose to subscribe. Targets and milestones relating to applicants Currently we do not collect socio-economic or financial data on our trainees so are not able to determine a baseline for targets and milestones. From September 2012 we will monitor the number of students participating in our institution who are in receipt of full or partial state support. Target 3 of the Improvement Plan aims to increase recruitment numbers and improve retention rates. The following success criteria have been identified in the plan in order to measure progress: Recruit to allocation in all subjects To maintain the high retention rates at above 95% G. Institutional monitoring arrangements In your access agreement you should show how you intend to monitor your fulfilment of your agreement. You should include a brief description of how you intend to monitor measures set out in the agreement and progress towards milestones. For example, on an annual basis, the Management Committee will report to the Board on the progress of the access agreement, including monitoring against targets. Monitoring Arrangements On an annual basis the Programme will report to the SNITT Steering Group on the progress of the access agreement, including monitoring against targets.
6 Evaluation The SCITT will evaluate all measures in the agreement to ensure long term value for money. Evaluation and monitoring data will be collected for all initiatives and activities by the following methods: Pre and post evaluation trainee questionnaires to assess impact of activity Analysis of progress and data for under-represented groups is undertaken by the Management Group, who then report to the Steering Group. Part five: Information to students H. Provision of information to trainees Your access agreement should: contain an explicit commitment to provide the information set out in this section provide brief details about how you intend to provide such information to both existing and prospective students Provision of information to trainees Our website, contains a section on finance, including fee and support information and this will be updated regularly. This will include information on institutional support and support available via the Government through the maintenance grant, tuition fee loan, student loan and teaching bursaries. Information on finance and support is provided at all stages of the selection process to all prospective applicants. This information is explained verbally during the selection process and supported by written information, to ensure that applicants are fully informed before they make a decision on whether to accept a place with us. Explicit expectations of payment of fees are outlined in the Trainee Registration Agreement which trainees must sign prior to starting the course. Information on how student tuition fees are allocated to the various elements of the training are also outlined in this document. There is a fair formula for fee payment in this agreement should a trainee withdraw from the course. This agreement can be found on the SNITT website.
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