University of Winchester Access Agreement 2012/13 The University of Winchester is committed to widening access to Higher Education. FEES The University of Winchester will be charging a fee of 8,500 for all Full Time Undergraduate courses. This fee applies to UK and EU students and will rise annually at the rate permitted by Government regulations. The fee for sandwich courses will be 50% of the full time fee during the placement year. STUDENT NUMBERS For the purpose of the Access Agreement, the student numbers includes all Full Time Home and EU students excluding TDA funded courses. The breakdown of assumed numbers by year is: 2012/13 2013/14 2014/15 2015/16 Yr 1 1313 1313 1313 1313 Yr 2 1098 1098 1098 Yr 3 963 963 Yr 4 0 1313 2411 3374 3374 ACCESS RECORD The University of Winchester has a strong history of commitment to Widening Participation. This is demonstrated by our HESA Performance Indicators as well as previous Access Agreement expenditure to under-represented students. Over half of our students are classed as underrepresented by the Office of Fair Access (OfFA) 1. 1 The 2009/10 Access Agreement Monitoring Report reported 56.4% of students in receipt of OfFA Countable bursaries and scholarships 1
EXPENDITURE ON ADDITIONAL ACCESS MEASURES The National Scholarship Programme We will match fund our NSP allocation as follows: NSP Match Funding 2012/13 2013/14 2014/15 2015/16 2016/17 0 91,500 274,500 457,500 549,000 Outreach We will spread the allocation of our match funded NSP programme, supporting bright under-represented students at different stages of the academic studies. In year 1, our Government allocation will be awarded to the 61 students with the highest academic performance prior to entry. All these students must have a household income of under 25,000 (as determined by and SLC household income assessment for the purpose of Maintenance Support) The University Match Funding component of the NSP will support those top 61 students progressing from year 1 to 2, and then year 2 to 3 who achieve an end of year mark of 60% or more (based on the progression mark confirmed by the Exam Board) Again, these students must have a household income of under 25,000. The number of allocations will increase year on year to 122, then 183 as the Government increases the NSP fund. In the case of students who do not meet the criteria for funding in their second or third year,the University will use the funding previously allocated to them to create new awards for first year entrants. The amount on offer in each year (either through Government Funding or University Funding) will be: o First Year = 3,000 o Second Year = 1,500 o Third Year = 1,500 In each case, the amount offered will be in the form of a fee waiver We will commit the following to Outreach measures 2012/13 2013/14 2014/15 2015/16 2016/17 Outreach 250,000 175,000 175,000 175,000 175,000 In 2012/13, this figure will be at the higher level of 250,000 to account for expenditure in 2011/12 to work towards meeting the gap left by the end of AimHigher 2
Fee Waiver Scheme We will support low income students by offering fee waivers throughout the course of their degree. Fee Waiver Scheme 2012/13 2013/14 2014/15 2015/16 2016/17 932,250 2,052,750 3,011,750 3,011,750 3,011,750 Fee waivers will be available to Full Time Undergraduate UK or EU students who have a household income of under 42,600 (in line with the Government threshold for Maintenance Grant support). The fee level of fee waiver will be: Household Income Under 25,000: First Year - 1,750 Second Year - 2,500 Third Year - 2,500 Household Income Between 25,001 and 42,600: First Year - 1,000 Second Year - 1,500 Third Year - 1,500 Retention We aim to improve the retention of students at the University of Winchester with total allocations of: 2012/13 2013/14 2014/15 2015/16 2016/17 Bursary 217,500 399,000 553,000 553,000 553,000 Scheme Bursary 25,000 40,000 55,000 60,000 60,000 Administrati on Care Leavers 10,500 21,000 31,500 31,500 31,500 Awards Hardship 32,825 60,275 84,350 84,350 84,350 Fund Study Skills 15,000 15,000 15,000 15,000 15,000 Attendance 10,000 10,000 10,000 10,000 10,000 Monitoring Total 310,825 545,275 748,850 753,850 753,850 We will introduce a cash bursary scheme for full time UK/EU undergraduate students with a household income under 25,000. (paid in May in each academic year) The amount of bursary each eligible student will receive is: o First year - 500 3
o Second year - 500 o Third year - 500 We will enhance the King Alfred Scholarship for care leavers, offering 1,750 per year of study. These are students entering higher education at the University who have a Former Relevant care leaver status. This being those young people who are under 25 years old and who were looked after' by the local authority for at least 13 weeks since the age of 14 and which ended after the age of 16 (Children (leaving Care) Act 2000) The Scholarship may also be available to students who have been: Privately fostered up to the age of 16, or The subject of a Special Guardianship Order and were looked after immediately prior to the making of the order subject to written confirmation of their status and a letter of support from their Local Children s Services Department. We will enhance the resourcing for Hardship Funds by allocating 5% of the Access Agreement commitment per year. The funds will be allocated to students in need of additional support, as assessed by the Student Services department. We believe that offering additional study skills will aid retention. 15,000 will be allocated per annum. Targeted attendance monitoring will allow us to identify when students are disengaging from their course and then offer any necessary support. 10,000 will be allocated at per annum. Employability and Success We will commit the following to Employability and Success activities: 2012/13 2013/14 2014/15 2015/16 2016/17 Study Abroad Support 0 10,000 10,000 10,000 10,000 Volunteering Support 0 10,000 10,000 10,000 10,000 Graduate Jobs South 5,000 5,000 5,000 5,000 5,000 Internship Support 0 10,000 10,000 10,000 10,000 Post Graduate Fee Waivers 0 0 0 33,740 33,740 Total 5,000 35,000 35,000 68,740 68,740 4
The opportunity to study abroad on Exchange or Erasmus programme is a valuable means of improving student success. 10,000 per annum (at steady state) will be allocated to financially support under-represented students who would otherwise not take up these opportunities. Volunteering is key to the mission and values of the University; encouraging our students to become active citizens. 10,000 per year will be allocated to support under-represented students who would otherwise not take up these opportunities. The university is a partner in Graduate Jobs South, an initiative between the University of Winchester, Southampton Solent University, the University of Southampton and the University of Chichester which encourages students and graduates to remain in the region after graduation and work for local companies. Unpaid internships/work experience helps to increase students employability and enhance their career opportunities. We will allocate 10,000 per annum (at steady state) to fund a support package for under-represented students who take up unpaid work experience. We believe that encouraging continuation onto post graduate study will enhance the employability of our students. 2% of the Access Agreement Fund will be allocated to Post Graduate Fee Waivers at steady state. Provision of Information Provision of Information 2012/13 2013/14 2014/15 2015/16 2016/17 5,000 5,000 5,000 5,000 5,000 Total Expenditure 2012/13 2013/14 2014/15 2015/16 2016/17 NSP Match 0 91,500 274,500 457,500 549,000 Funding Outreach 250,000 175000 175,000 175,000 175,000 Fee Waivers 932,250 2,052,750 3,011,750 3,011,750 3,011,750 Bursaries 217,500 399,000 553,000 553,000 553,000 Other Retention Activities Employability and Success Provision of Information 93,325 146,275 195,850 200,850 200,850 5,000 35,000 35,000 68,740 68,740 5,000 5,000 5,000 5,000 5,000 Total 1,503,075 2,904,525 4,250,100 4,471,840 4,563,340 5
TARGETS AND MILESTONES Outreach and collaborative work Young full-time Undergraduate access indicators Baseline Projected Targets Year 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Young full-time undergraduates from low social class (NS-SEC 4-7) 31.30% 31.30% 31.30% 31.50% 32.00% 32.50% 33.00% Young full-time undergraduates from low participation neighbourhoods (LPNs) 9.50% 9.50% 9.50% 9.75% 10.25% 10.75% 11.25% Young full-time undergraduates from state schools 96.50% 96.50% 96.50% 96.50% 96.50% 96.50% 96.50% Full-time undergraduate students in receipt of Disabled Student Allowance 10.20% 10.20% 10.20% 10.20% 10.20% 10.20% 10.20% 6
The University has a very good track record in recruiting students from backgrounds underrepresented in higher education, and has also led the very successful Aimhigher Hampshire and Isle of Wight partnership. Evidence of this success is demonstrated by the high level of growth in UCAS Applications from POLAR 1-2 areas within Hampshire and Isle of Wight between 2003-2010 (48%) compared with POLAR areas 3-5 (15%). During 2011-12 the University will retain 2 Aimhigher staff who will share good practice and resources with colleagues in other Hampshire universities. The initial target is to put a replacement collaborative structure in place during 11-12 to enable us from 2012 onwards to share the University s considerable expertise in working with children in care, provide support for BME communities for progression, and share training of Student Ambassadors for placement in schools and community settings. We will also continue to work collaboratively with our Hampshire university partners to subscribe to the post-aimhigher SE database, which will enable us to continue to closely target schools and young people, record activities/interactions, and monitor measurable outcomes. From 2012 our outreach plan is as follows. However, it must be understood that all of this work requires agreement and co-operation with local authority and school partners; so much of our work during 2011-12 will focus on negotiating and embedding plans in strategic partnerships. The Learner Progression Framework (and associated targets) referred to in points 3 and 4 below is attached as an appendix. 1. Work with children in care in partnership with Hampshire Children s Services: a. Out-of-school-day activities residential, weekend/evening events (run in partnership with HCC Participation Officer) to raise aspirations and self-belief, give young people a better understanding of progression routes to FE and HE. This work will be based on very successful partnership activity which has been in place since 2005 b. Other on-campus projects in partnership with Hampshire Children s Services, for example, support for Yr 11 children in care who are at risk of being NEET. Plans will be developed during 2011-12 and will include evaluation methods 2. Support for care leavers, including maintenance of Buttle UK Quality Mark for Care leavers in HE and associated monitoring and reporting. This includes 365 day housing and a designated Welfare Adviser in Student Services. 3. Primary school project working with target primaries in low participation neighbourhoods in Andover (8) and Basingstoke (6). Year 5 work in-school, Year 6 in-school and on-campus. Incorporates junior graduations, including partnership with Test Valley Borough Council. Workshops and campus days delivered with extensive use of Student Ambassadors and using Learner Progression Framework adapted from successful Aimhigher project 4. Learner progression framework for sustained engagement with target young people in nine priority secondary schools in Andover and Basingstoke, incorporating sustained use of Student Ambassadors and based on successful framework adapted from Aimhigher. This will target a 7
core group of 135 young people using well-established Aimhigher targeting methods. These young people will visit the campus in Years 8 and 10 and will also be reached through in-school activity in Years 7, 9 and 11 as part of larger year groups to whom activity will be delivered: Year 7 in-school workshops (for whole year group) Year 8 on-campus days (135 target young people) Year 9 in-school workshops (for whole year group) Year 10 on-campus days (135 target young people) Year 11 in school workshops (for whole year group) 5. Compact Scheme (post-16) this scheme currently links the University with 32 partner colleges and school sixth forms in Hampshire and surrounding areas. The aim of the scheme is to encourage applications from students who are from groups under-represented in higher education. The partnership includes staff development activity for Compact Co-ordinators in partner institutions to raise awareness of routes into University, and to learn about curriculum developments, financial support and special measures which the University puts in place to support applicants and students from target groups. These measures include taking into account special circumstances/contextual information for those applicants from target groups in Compact institutions who are identified as potentially benefiting from a tailored entry offer. 6. Partnership work to support physically disabled students in transition to HE. Scoping to take place during 11-12, but some aspects will be based on successful Aimhigher partnership work with Treloar s College. We already have some effective evaluation tools from previous project work which measure understanding and awareness of HE support for disabled students among students and their parents. These will be adapted in the light of new work post 2012 7. Support for WP-targeted school and consortia-based events such as parents events and careers events, but only when targeted to meet widening participation criteria (eg aimed at vocational learners, talented students who are under-achieving, disabled students, minority ethnic groups, particular low participation neighbourhoods). Scoping to take place during 11-12, but from 2012 the outreach will adapt flexibly to changing requirements of schools particularly in light of changes to school-based CEIAG services and activities. Evaluation methods will be developed in partnership with schools consortia. 8. Continued focus on target minority ethnic groups, particularly the Nepalese community, and mainly through campus visits for families or support for events run in North Hampshire. Evaluation will be through pre and post-event questionnaires to measure awareness and understanding of HE opportunities. 8
Retention Non-continuation of students Baseline Projected Targets Year 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Young full-time first degree entrants from LPNs 7.40% 7.40% 7.40% 7.40% 6.90% 6.40% 5.90% 5.40% Mature Full-Time first degree entrants 10.10% 10.10% 10.10% 10.10% 9.60% 9.10% 8.60% 8.10% During 2010/11 the university will be trialling the use of Back On Course ; an advice and guidance service which aims to contact early leavers from universities after they have withdrawn and offer support and guidance in either returning to higher education or explaining other positive options such as further education or another type of education. The annual report will identify common underlying characteristics of non-completers and re-appliers which will then enable us to strengthen our retention strategy and put in place positive actions from 2012 onwards. A nominated student adviser currently offers individual support to all students coming from care including financial advice, administering the King Alfred Scholarship for cared-for students, and giving advice regarding housing. From 2012/13 the funds for the King Alfred Scholarship will be increased. Winchester offers a broad study skills programme of workshops, one-to-one consultations, and tailored workshops within the curriculum. Student Services staff, academic and professional services staff throughout the university recommend study skills appointments to students in underrepresented groups, where appropriate. During 2010/11 the SkillsNet website has been further developed, encouraging students to access study skills materials and further support online. From 2011/12 this website will include course specific materials. During 2011/12 study skills tutors will work with programme leaders and course tutors to develop additional early intervention methods to encourage greater numbers of failing students to access study skills support. Struggling students from under-represented groups will be followed up. From 2012/13 additional resources will be used to: 9
Train experienced students to become paid student mentors, supporting underrepresented students with their study skills. Study skills staff will recruit, train, monitor and support the study buddies. Provide free pre-entry familiarisation course for students from under-represented groups; these will include study skills training. Carry out ongoing research to inform and evaluate these new systems. Targeted attendance monitoring will be carried out during 2011/12. From 2012 onwards the University will strengthen its personal tutor system with staff nominated as academic advisers to provide targeted support to students disengaging, in conjunction with support from Student Services Employability and Success The University of Winchester is committed to ensuring that all students gain employability skills to enable them to enter graduate level jobs and pursue the careers of their choice. Our Employability Strategy has been in place since June 2008 and ensures that the University continues to monitor and enhance its mechanisms for supporting employability. We have a strong track record of our graduates gaining employment after graduation. More than 90 per cent of Winchester graduates are employed or undertaking further study six months after graduating (Destination of Leavers from Higher Education 2008/09 survey). However, 43% of employed 2008/09 graduates were in non-graduate level employment at the time of this destinations survey, showing that there is more that could be done to help greater numbers of Winchester graduates enter graduate level employment. Students from under-represented groups may find it harder to enter certain professions and the university is keen to find out how their career aspirations may change while they are at university. Student Services will carry out an aspirations survey during Induction week 2011/12 to find out more about students thoughts about their future careers, at an early stage in their time at university. Students will then be tracked throughout their time at the university, to see how their career plans are shaped, allowing the university to reflect on the careers support currently offered to students and to see how this could be improved. Information gained from under-represented students will be used to ensure that appropriate support mechanisms are put in place. The Winchester Passport scheme was piloted in 2010/11; open to all undergraduate students, this optional non-credit bearing certificate rewards students who carry out extra-curricular activities and experiences that enhance their employability skills. At the end of this academic year the success of the scheme will be analysed and improvements will be put in place. From 2012 onwards, the following will be developed: 1. Encouraging students to take appropriate postgraduate courses will help them develop their employability and enter graduate careers. Currently the university offers a limited number of 10
Postgraduate Living Allowances to students from low income backgrounds and Alumni Masters Scholarships to all former students who have completed a course at Winchester in the past. From 2012 we will offer Postgraduate Fee Waivers to students from low income groups to enable them to continue their studies at a higher level. 2. Some under-represented students find it difficult to access opportunities to study abroad. At Winchester most undergraduate students have the option to spend some time studying abroad. The university has strong links with universities in the USA, Korea and Japan. In order to encourage greater numbers of students from under-represented groups to attend, financial support will be offered to these groups 3. Graduate employers recognise the value of volunteering, and it is also key to the mission and values of the university. Students from some under-represented groups may find it more difficult to be able to carry out volunteering e.g. if their financial situation means that they need to earn money rather than volunteer. Student Services advertises volunteering opportunities throughout the local area and has developed close links with local providers. A new Volunteering Module will be on offer to most undergraduate students from 2011/12, allowing students to gain accreditation for carrying out volunteering. During 2011/12, Student Services will analyse the statistics of former and current student volunteers to investigate the numbers of students from under-represented groups taking part in opportunities. From 2012 we will allocate financial support to these students who would otherwise be unable to take part. 4. Unpaid work experience, often called internships, is seen as vital for students wanting to enter most career areas. Work experience can be difficult to obtain, is highly competitive within larger graduate employers and many career areas, and the fact that it is generally unpaid means that students from some under-represented groups are unable to take advantage of opportunities. At present the Careers Service only advertises paid opportunities and volunteering (within voluntary organisations). During 2010/11 the Careers Service will upgrade to the new Prospects Net online vacancy handling system and begin advertising unpaid work experience to students. From 2012, students from low income backgrounds will be encouraged to apply for these opportunities and/or source their own unpaid work experience opportunities, and will be able to apply for financial support from the university to support their living expenses while taking up these opportunities. 5. In conjunction with Graduate Jobs South, there will be major investment in helping student entrepreneurs start up their own businesses. The University of Winchester will concentrate on supporting students from under-represented groups through business start up schemes which provide them with training, mentoring and financial support where necessary. 11
MONITORING AND EVALUATION ARRANGEMENTS Monitoring and evaluation of targets will be the responsibility of the Director of Lifelong Learning, advised by the Widening Participation Strategy Group. This group will comprise: Senior Pro Vice Chancellor Director of Lifelong Learning and Staff Development (Chair) Dean s nominee from each Faculty Director of Student Services or nominee Director of Student Recruitment and Marketing or nominee Finance Officer Student Union President PROVISION OF INFORMATION TO PROSPECTIVE STUDENTS The University will communicate the funding on offer through a range of different channels to ensure the maximum exposure for the support on offer. This includes: Detailed information on the University Website A dedicated Fees and Funding booklet to be sent out with offer packs Presentations at pre and post application open days Use of the University Twitter and Facebook pages Targeted emails to eligible students These various forms of communication will ensure that prospective and current students are informed of the different funding streams that are available to them. 12
Table 5 - Milestones and targets Table 5a - Statistical milestones and targets relating to your applicants, entrants or student body (e.g. HESA, UCAS or internal targets) Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline year Yearly milestones/targets (numeric where possible, however you may use text) Baseline data 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) State School (HESA Table T1b) Young full time undergraduates from state schools 2009/10 96.50% 96.50% 96.50% 96.50% 96.50% 96.50% NS-SEC (HESA Table T1b) LPN (HESA Table T1b) Disabled Young full-time undergraduates from low social class (NS-SEC 4-7) 2009/10 31.30% 31.50% 32.00% 32.50% 33.00% 33.50% Young full-time undergraduates from low participation neighbourhoods (LPNs) 2009/10 9.50% 9.75% 10.25% 10.75% 11.25% 11.75% Full-time undergraduate students in receipt of Disabled Student Allowance (HESA Table 7) 2009/10 10.20% 10.20% 10.20% 10.20% 10.20% 10.20% Non continuation: LPN (HESA Table T3b) Young full-time first degree entrants from LPNs 2008/09 7.40% 6.90% 6.40% 5.90% 5.40% 5.40% Non continuation: Mature (HESA Table T3a) Mature Full-Time first degree entrants 2008/09 10.10% 9.60% 9.10% 8.60% 8.10% 7.60%
Table 5b - Other milestones and targets Alongside applicant and entrant targets, we encourage you to provide targets around your outreach work (including collaborative outreach work where appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes based targets and should focus on the number of pupils reached by a particular activity/programme, or number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities. Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline year Yearly milestones/targets (numeric where possible, however you may use text) Baseline data 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) Strategic partnerships (eg formal relationships with schools/colleges/employers) Continue work with children aged 14-17 in the care of Hampshire Children's Services to include residential summer school, weekend/evening aspiration-raising and IAG events 15-20 participants 15-20 participants 15-20 participants 15-20 participants 15-20 participants The aim of our work is to keep the young people engaged in education and achieving their potential/discovering their talents. Success will be measured by their level of engagement during events, and by their destinations post-school leaving age. However, this data will need to be sourced by Hants CSD and provided to us. During 2011-12 we will work with Hants to develop suitable monitoring data, including numbers progressing to HE Outreach / WP activity (collaborative - please give details in the next column) Work in collaboration with Hampshire universities to share expertise in working with children in care, provide support for BME communities for progression, and share training This work will follow on from our highly successful Aimhigher partnership. We are retaining 2 Aimhigher staff after 31.7.11 who will share good practice and resources with colleagues in other Hampshire universities, supporting outreach as funding allows. The initial target is to put a collaborative structure in place during 11-12 Outreach / WP activity (collaborative - please give details in the next column) Subscribe to the Higher Education Access Tracking database, which will enable us to continue to target schools and young people, record activities/interactions, and monitor outcomes for young people Continue to use and develop the HEAT database in partnership with universities across the SE,enabling close targeting of participants and monitoring of measurable outcomes Outreach / WP activity (other - please give details in the next column) Work with target pupils in 9 priority secondary schools in low participation areas in Andover and Basingstoke to engage them in a Learner Progression Framework 9 schools, 135 target pupils per year group (yrs 7-11) 9 schools, 135 target pupils per year group (yrs 7-11) 9 schools, 135 target pupils per year group (yrs 7-11) 9 schools, 135 pupils per year group (yrs 7-11) 9 schools, 135 pupils per year group (yrs 7-11) Further detail about the Learner Progression Framework and outcomes for secondary school pupils is in attached Word Document Outreach / WP activity (other - please give details in the next column) Work with 14 priority primary & junior schools in target low participation areas to engage them in a Learner Progression Framework 14 schools, whole year groups in Yr 5 and Yr6 14 schools, whole year groups in Yr 5 and Yr6 14 schools, whole year groups in Yr 5 and Yr6 14 schools, whole year groups in Yr 5 and Yr6 14 schools, whole year groups in Yr 5 and Yr6 Further detail about the Learner Progression Framework and outcomes for primary school pupils is in attached Word Document
Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline year Yearly milestones/targets (numeric where possible, however you may use text) Baseline data 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) Strategic partnerships (eg formal relationships with schools/colleges/employers) Student support services Continue to develop Compact Scheme for potential applicants from partner colleges and school sixth forms in Hampshire and surrounding areas (currently 30 partners) Recruit experienced students to become 'student mentors', supporting students from under-represented groups with their study skills. Continue to develop Compact Scheme for potential applicants from partner colleges and school sixth forms in Hampshire and surrounding areas (currently 32 partners) 1. Staff development provided to Compact Co-ordinators in partner institutions to raise awareness of progression routes, entry requirements, special consideration for students from under-represented groups, and finance package. 2. Provide opportunity for at least 1 workshop per Compact partner institution at their institution to encourage applications from target students. 3. Provide opportunity for at least 1 visit per Compact partner institution to our campus to encourage applications from target students. 4. Take into account special circumstances/contextual information for those applicants from Compact institutions who are identified as potentially benefiting from a tailored entry offer. 5. Via Compact Co-ordinators, provide additional information for parents of students who are under-represented in higher education We believe that offerering additional study skills support to students from under-represented groups will enhance retention rates. Training experienced students and paying them to become 'student mentors', to support students from under-represented 5 student mentors 10 15 20 groups individually with their study skills will help to improve study 25 skills and retention rates
Annex A Annex A: Access agreements for 2012-13: OFFA template for mainstream ITT providers (HEIs and FECs) Name of institution The University of Winchester Please complete this template, and the Excel return at Annex B, and return to us using the HEFCE extranet by 30 March 2012. Where your arrangements are the same as for other courses, we would encourage you to cross-refer to your main agreement wherever possible, rather than seeking to replicate information from that main document here. Part one: Introduction to your agreement A. Your current position in relation to access and, where appropriate, retention Please use this section to set out any specific issues or aims for your access agreement work in respect of ITT that aren t already set out in your existing agreement for 2012-13. This section doesn t have to be long; however, it will help us to understand what your access agreement is setting out to achieve in respect of ITT. You may wish to consider whether there are separate issues for undergraduate and postgraduate ITT. You may also wish to cross-refer to the issues or aims stated in your main agreement, if appropriate. The University s existing Access Agreement for 2012-13 contains access and retention data and targets for all undergraduates, including ITT students. However, we have identified particular issues in relation to gender and ethnicity in recruitment of ITT students. Recruitment of Male Students (Year 1 Undergraduate and Postgraduate) Year University of Winchester Sector (mainstream) Number of males % % 2007-8 30 11% 15% 2008-9 30 11% 14% 2009-10 32 12% 16% 2010-11 38 13% 18% 2011-12 59 17% 18%.
Annex A The table above shows that the University has made progress in increasing both the number of male students and the percentage. Our aim is to continue this progress through more focused outreach, and greater presence of male staff at careers events. Recruitment of BME Students (Year 1 Undergraduate and Postgraduate) Numbers of BME students recruited annually have remained low from 6 recruited in 2007-8 to 9 recruited in 2011-12. The University of Winchester s local catchment has a predominantly white population (2001 census data shows Hampshire, including Portsmouth and Southampton, to have 96.73% white population), presenting particular challenges in recruitment of BME students. Our aim is to spread our recruitment net more widely through attendance at careers events in London and others areas where there is a higher proportion of BME population. Part two: Fee limits, spend on access and financial support for ITT trainees B. Fees you are proposing to charge for your ITT courses Your access agreement should set out the tuition fees you intend to charge new entrants to a) undergraduate and b) postgraduate ITT in 2012-13. There is no requirement or expectation that your fee for undergraduate or postgraduate ITT should be the same as for your other courses this is a matter for you to decide. The University of Winchester will be charging a fee of 8,500 for all Full Time Undergraduate ITT courses and full time PGCE course. This fee applies to UK and EU students and will rise annually at the rate permitted by Government regulations. C. Amounts of additional fee income to be spent on access measures Taking into account any new access agreement investment relating to ITT, as well as your existing agreement, what is your estimated spend on access measures as a proportion of your income over 6,000 per fee? As a broad guideline, for undergraduate ITT, our starting expectation is the same as that set out in our original guidance on how to produce an access agreement for 2012-13 (see OFFA 2011/01, paragraph 39). For postgraduate ITT, 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. (Note: we will be taking a holistic view when considering whether your proposed spend is in line with our expectations. In other words, we do not necessarily require you to ring-fence set amounts for undergraduate or postgraduate initial teacher training. You simply need to make sure that the overall levels of spend including ITT are in line with our expectations.)
Annex A At Steady state, it is estimated that 44.1% of the additional fee income will be allocated under the Access Agreement. D. Financial support for trainees In this section you should set out: what you plan to spend on targeted fee waivers, bursaries and in-kind support for a) undergraduate and b) postgraduate trainees in 2012-13 the amounts of support and the eligibility criteria for new entrants. You may wish to state whether the financial support for these trainees is the same or differs from your existing agreement. We will introduce a bursary scheme for full time UK/EU undergraduate ITT students with a household income under 25,000. The amount of bursary each eligible student will receive is: o First year - 500 o Second year - 500 o Third year - 1,000 Students will have the choice to receive this bursary as cash (paid at the end of May), a fee waiver or an accommodation discount if living in University managed property. Full Time Undergraduate ITT students will also be considered for the National Scholarship Programme and Kind Alfred Scholarship, details of which are set out in the original Access Agreement. They will not be eligible for means tested Fee Waivers or the Bursary scheme outlined in the original Agreement. Part three: outreach and retention E. Outreach and retention work If you are proposing to introduce additional outreach or retention work in respect of ITT, over and above the outreach/retention work you have committed to in your existing 2012-13 access agreement, please include details here. Alternatively, please indicate where your outreach or retention work in respect of ITT is already covered by your main 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
Annex A pupils and other potential applicants over a number of years. By retention, we mean the additional (new) retention measures you commit to put in place to improve student retention and success (ensuring that trainees from under-represented groups access the full benefits of higher education). Although our existing Access Agreement relates to all undergraduate students, some additional specific work relating to ITT will be undertaken as follows. 1. We regularly attend careers events to encourage potential students to enter ITT. From September 2012 we aim to ensure that male staff attend the majority of these events in order to encourage male recruitment, and will monitor this carefully. 2. To encourage greater participation of BME students in ITT, we will dedicate the time of an Associate Lecturer to co-ordinate and plan attendance at careers and progression events across a wider geographic region, with a particular focus on London 3. The University has developed strong links in areas of low participation in HE across the county of Hampshire. These include close partnerships with Teaching Schools, a Learning Trust and a Juniversity. From September 2012 we will place ITT students in these schools to work with children and to act as role models for teaching as a career, where possible matching students to schools in their home neighbourhoods. 4. We already employ an Academic Support Officer within the Faculty of Education, Health and Social Care. From September 2012 we will develop methods of targeting support at students from under-represented groups, building on research already in progress. Once these methods have been developed and employed, we will monitor the impact of this support. Part four: Targets, milestones and monitoring F. Targets and milestones You may choose to develop specific additional targets and milestones which assess your performance in ITT over time particularly if ITT trainees make up a significant proportion of your overall student body. Alternatively, you may have targets and milestones in your existing 2012-13 access agreement which you now also wish to apply to undergraduate and/or postgraduate ITT trainees. These targets may be statistical based on how representative your entrants are and/or 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 HEBSS subscribers. You may also wish to consider the TDA guidance at Annex C which gives information on specific groups that are underrepresented in the teaching profession. In this section, please state whether you intend to develop additional targets and milestones, or
Annex A the extent to which you intend to use targets and milestones in your existing agreement which you now wish to extend to apply to undergraduate and/or postgraduate ITT trainees. Where you have new or amended milestones and targets, you should set these out in your Excel template (Annex B) at Table 6. Our existing Access Agreement targets and milestones are inclusive of undergraduate ITT students. Additional targets and milestones which are specific to ITT are set out in Table 6. G. Your monitoring arrangements In your existing 2012-13 access agreement, you set out how you intended to monitor your fulfilment of your agreement. If you wish to add anything further, following the inclusion of ITT in your agreement, you may do so here. As per original Access Agreement. Part five: Information to students H. Provision of information to trainees As set out in our initial guidance for 2012-13 access agreements (OFFA 2011/01), you must publish clear, accessible and timely information for applicants and trainees on the fees you will charge and any financial support you will offer. This information should make it clear exactly what level of financial support you are offering trainees in each year of their studies. As well as providing clear and up-to-date information through your own information channels (websites, prospectuses etc), you also committed to provide such timely information to UCAS and SLC as they reasonably require to populate their applicant-facing web services. We will assume that this commitment extends to GTTR, where appropriate. If you wish to add anything further, following the inclusion of ITT in your agreement, you may do so here. As per original Access Agreement.
Initial teacher training fees and financial support template 2012-13 - mainstream ITT providers Institution name: University of Winchester Institution code: 10003614 Table 6 - Targets and milestones Table 6a - Statistical milestones and targets relating to your ITT applicants, entrants or student body (e.g. HESA, GTTR or internal targets) Course type Both Both Please select milestone/target type from the drop down menu Gender (e.g. male primary teachers) Black and minority ethnic groups Description (500 characters maximum) Baseline year Increase total number of males enrolling on primary ITT programmes 2011-12 59 Increase total number of BME students enrolling on programmes 2011-12 9 Yearly milestones/targets (numeric where possible, however you may use text) Baseline data 2012-13 2013-14 2014-15 2015-16 2016-17 Annual increase in number of male students recruited Annual increase in number of BME recruited Annual increase in number of male students recruited Annual increase in number of BME recruited Annual increase in number of male students recruited Annual increase in number of BME recruited Annual increase in number of male students recruited Annual increase in number of BME recruited Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) Work towards sector average (currently 1% higher than Winchester), with increase in number of male students each year from 2013 onwards Increase in number of BME students each year from 2013 onwards Table 6b - Other milestones and targets relating to ITT students Alongside applicant and entrant targets, you may wish to provide targets around your outreach work (including collaborative outreach work where appropriate) or other initiatives to illustrate your progress towards increasing access. These should be measurable outcomes based targets and should focus on the number of pupils reached by a particular activity/programme, or number of schools worked with, and what the outcomes were, rather than simply recording the nature/number of activities. Course Type Please select milestone/target type from the drop down menu Description (500 characters maximum) Baseline year Yearly milestones/targets (numeric where possible, however you may use text) Baseline data 2012-13 2013-14 2014-15 2015-16 2016-17 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximium) Both Both Undergraduate Undergraduate Gender (e.g. male primary teachers) Black and minority ethnic groups Student support services Outreach / WP activity Male staff attending majority of careers events and using presentations which portray male (and BME) teachers Designated member of staff to have responsibility for ensuring University attends careers events in areas with high >75% of events to have male staff attending >75% of events to have male staff attending >75% of events to have male staff attending >75% of events to have male staff attending >75% of events to have male staff attending BME population 2011-12 3 events 4 events 5 events 6 events 7 events 8 events Academic Support Adviser to develop methods of targeting support for students from under-represented groups and methodology for monitoring impact Build on existing outreach links with Teaching Schools, a Learning Trust and a 'Juniversity' in areas of low participation in HE. The aim is to place ITT students in these schools to act as role models for teaching as a career. 12 students engaged in outreach 16 students engaged in outreach 20 students engaged in outreach 20 students engaged in outreach 20 students engaged in outreach Initial target for 2013 is to build on existing research project relating to targeting methods and set up methodology for monitoring impact of support interventions. Once these are established it will be possible to set measurable targets for future years.