1 Access Agreement 2017/18
Contents Aims and Purpose of the Agreement... 3 Higher Education in the Grimsby Institute Group... 4 The Local Area... 4 Current Recruitment and Support... 5 Performance in 2012/13 and 2013/14... 6 Publication of Information and Evaluation/Monitoring of Strategy... 7 Fee Level and Spending from 2016/17... 8 Additional Services Delivered by the Agreement... 9 Financial Support to Students on Fees above 6165... 9 2
Aims and Purpose of the Agreement The purpose of this agreement is two fold. Firstly it aims to set out the rationale and justification for charging fees above 6165 at the Grimsby Institute Group above the basic fee level. Secondly it sets the targets for, and explains the methods of evaluation of impact of, improvements in the educational outcomes of students from a variety of backgrounds and groups who have not traditionally participated in Higher Education (HE). It will show that at the Grimsby Institute and more widely in college-based higher education participation rates of underrepresented groups are high. Our need is to improve our provision around support and achievement for students from non-traditional backgrounds and to increase the provision of experiences which raise aspirations around achievement and employability. The agreement has been completed in consultation with the student body in particular with the president of the Institute s Student s Union. The committee which monitors the access agreement has student representation upon it. 3
Higher Education in the Grimsby Institute Group At the beginning of academic year 2015/16 there were 1500+ students studying on HE programmes with the Grimsby Institute Group (the Group). Higher Education is delivered at in Grimsby (95%) and at Yorkshire Coast College (5%). In August 2013 the Group became the third college to be awarded Foundation Degree Awarding Powers. In February 2014 the college went through Higher Education Review and was commended in two areas. In 2014 the Institute won the AoC Beacon Award for Widening Participation. Alongside validating its own Foundation Degrees the Institute (12% of population) has three validating partners. 49% of our student population study on programmes validated by the University of Hull, 28% of study on programmes validated by the University of Teesside and 11% are on Higher National programmes validated through Pearson. The Group had an access agreement agreed in 2016-17 which was the first since current fee arrangements have been in place, the last previous agreement was in 2011/12. The Local Area The Group recruits students from a wide range of areas around its campuses; within the immediate areas there are 30 schools and academies, of which three are within the independent sector. Within these schools and academies, 16 offered post-16 provision with a focus largely on GCE A levels, although most were also offering vocational qualifications.the percentage of students achieving five GCSEs or equivalent at grade C and above in 2012/13 was 85% against a national average of 83%.In 2012/13, the rate of students achieving five A* to C at GCSE including English and maths was 61.8% (59.2% for England as a whole). This rate is being influenced by some very high performing secondary schools and academies and the figure varies widely between areas and schools / academies. At the end of 2013, the average number of 16 to 18 year old NEETs within the North East Lincolnshire, North Yorkshire and Lincolnshire areas was 5.6% compared to 9.2% for 4
England. The rate for 16 year olds was 2.4%. Overall, in 2013, the number of NEETs increased from 4.9%, although there was a slight decline in the rate for 16 year olds (2.8%). The overall proportion of working age adults (16-64 year olds) with higher level skills (Level 4 and above) was 21.8%, this is significantly less than the GB average of 35.2%. Current Recruitment and Support The Group completes a variety of recruitment and outreach activities. We hold open events occurring throughout the academic year. We hold talks in local schools and colleges to promote study at the Group. A team of student recruitment officers visit schools and events to promote HE activities at the Group; eightschools receive regular visits. To enable full participation in activity generated by the two NNCO networks, we appointed a Widening Participation Officer whose role it is to liaise with the networks and to carry out outreach work through NNCO-led projects. The networks became fully operational in the latter half of 2015 and since that time, the Group has been directly involved in the engagement of 2588 pupils from Years 10 to 13 across 12 schools and sixth form colleges. In addition, the NNCO's have managed four network-wide, central projects. With the support of the networks, we have had the opportunity to trial innovative methods of engagement, particularly with parents of widening participation cohorts; an example of this was through a comedy event held at the University Centre, we engaged 120 parents of pupils in Years 10 and 11 of four target schools (chosen based on FSM figures). Our evaluation of this event shows that 95.5% of those surveyed would be likely or very likely to consider the University Centre as an option for their child and 50% would consider it for themselves, whilst 81.8% wanted more information about higher education. Support is offered to students of the Group in a variety of ways. Progression Coaches provide support on a 1:1 basis helping to break down personal, social and economic barriers to learning. Where appropriate the team signpost learner to both internal and external agencies to offer appropriate advice and support when required. In 2015/16 HE specific 5
progression coaches were launched as a pilot. Early impact assessment shows these should be continued in academic year 2016/17. The guidance teams offers group tutorials, booked appointments, and a drop in service for confidential and impartial information, advice guidance services. Whilst this support is predominantly accessed by FE learners, HE learners have accessed support on a regular basis during 2013/14 and 2014/15. The college counseling service offers a confidential service to learners. During 2013/14, 23% of learners seen were on HE courses. In 2015/16 a graduate counseling service was launched to provide further support to learners. Performance There are no specific issues with performance or participation of differing gender groups. Both male and female students were retained and achieved in similar numbers across academic years 2012/13 and 2013/14. The Institute has developed the statistical data on the type of entry of students. Currently each programme has standard entry requirements (UCAS points or specified qualifications) or non-standard entry (eg. interview, essay, portfolio, performance etc). It is now being captured and this data is used to inform planning and the development strategy. The Group has previously used Indices of Deprivation as its measures for widening participation. It has now shifted to POLAR3 methodology for young person participation measures. These are available to all staff in live reports and benchmarks and targets have been set for student recruitment and will be set for retention. We are also specifically targeting students from our Level 3 qualifications to encourage participation and new targets around POLAR3 postcodes will be added in future. Of the leaving students in 2015/16 60% live in POLAR3 quintiles 1&2, which are areas with fewer participants in Higher Education. In terms of classifications awarded the data is comparable to national averages as taken from HESA (Statistical First Release 197 - Student Enrolments and Qualifications). It is clear that the percentages receiving classifications are comparable. However it is clear that the 6
number of first class degrees is significantly lower. second and firstclass) should increase. The number of good degrees (upper First Upper second Lower second Third / Pass Total classified Unclassified National % 17% 46% 24% 6% 94% 6% Institute % 10% 42% 34% 7% 93% 7% The DLHE survey completed for students from 2014/15 showed that 89% of students were in employment or were engaging in further study. This compares to national statistics of 90%. What is not clear is the number of graduates entering into course related jobs. Employability and Employer Engagement is a key target for the Institute in 2015/16 with the thematic review based upon this. Publication of Information and Evaluation/Monitoring of Strategy The Group is committed to the equality duties associated with The Equality Act 2010. The group conducts an equality impact assessment. Each year the arising actions are monitored by the Equality and Diversity committee. Further information can be seen at this link. The Group is engaged in various activities to support this, such as the E&D committee which has a membership of community, governors, student, and staff representatives. The Grimsby Institute Group is also seeking Investors in Diversity status through the National Centre for Diversity. Fees are published to students via all marketing materials. The Student Loans Company (SLC) and UCAS will be informed in advance of any fees increase. Our fees are published on our website at this link. The provision and monitoring of the access agreement is monitored by HE Progression, Quality and Standards Committee which meets on a bi-monthly basis. This committee is chaired by a member of Senior Management Team (SMT) and includes student representation. During each meeting progress against targets is discussed and the 7
committee has responsibility for yearly modifications to the access agreement. Following each meeting a paper reporting on progress will be sent to SMT who will in turn report to governors. During all course review our targets are monitored by each course. Fee Level and Spending from 2017/18 For the academic year 2017/18 fees for new students on full time degree programmes will be set at a maximum of 7500. This applies to Pre-Service Certificate in Education, Foundation Degree, honours, top up programmes and for Higher National Certificates and Diploma courses. Course costs at our Scarborough site have been set at 6500 for full time programmes. Fees for part time study will be calculated on a pro rata basis based on the number of credits studied in the academic year, for examplefor a course where 80 credits are studied in an academic year the cost per academic year would be 5000. The maximum amount a part time student could pay is 5000. In academic year 2017/18 the Institute will not be increasing the fees paid by continuing students. Therefore no increases will be above the rate of inflation. In 2017/18 the Group is committed to spending a minimum of 38% of the additional income on activities to benefit access, success and progression of non-traditional higher education learners. In 2017-18 the Institute will spend 530,000 on widening participation activities. 160,000 will be spent on financial support and the remaining 370,000 will be split between access, success and progression. This near equal split between these activities, despite institutional aims for success and progression, reflect government targets about participation of young males from POLAR3 1&2 regions. As a result we have provided the access funds to target wards which match these descriptions as well as our usual focus on improving success and support with progression for our learners. In addition further work will be undertaken to support improved progression rates from level 3 programmes with a particular focus on learners from cold spots, disadvantaged backgrounds and looked after learners. 8
Additional Services Delivered by the Agreement In order to address the issues identified within the access agreement additional staff and funds will be made available between academic years 2016/17 and 2020/21. The initiatives listed below will be phased in over the period. Provision will be made for an additional services and budgets for projects based on targets and impacts: HE Progression Coaches Further HE Study Support Coaches Additional Counselling Services by the creation of Graduate Counsellors Employment Brokers Financial support for hardship Care Leaver strategy e.g. reduced accommodation, progression agreements, buddy programmes, holiday support strategies. HE Social Support Worker Counselling will be provided for students on counselling programmes A fund will be set up to provide bursary monies to support study and buy specialist equipment based on postcode and household income. Financial Support to Students on Fees above 6165 Financial support through bursaries will be provided to first year students (Level 4) on selected programmes who live in certain postcodes (postcodes designated quintiles 1&2 by HE Qualifications Quintile postcodes) and have low household incomes indicated by receiving full student finance. Each September the criteria for bursary are published for the academic year in question. It details income thresholds, qualifying postcodes and course types and the number of grants available. Details are available at this link. In 2017/18 cash bursaries of 450 will be provided to 200 first year students split between 2 payment points of November and March. Hardship grants will be provided based on income and expenditure details. e.g. In 2017/18 230+ grants of up to 300 may be given based on need. These can be requested throughout the year and a committee make decisions on an individual basis after reviewing evidence provided by the applicant. Details are made available at this link. The effectiveness of all forms of financial support will be monitored closely. The use of qualitative and quantitative survey of recipients will be used alongside statistical testing to measure impact of the financial support. 9
Table 7 - Targets and milestones Institution name: Grimsby Institute of Further and Higher Education Institution UKPRN: 10007938 Table 7a - Statistical targets and milestones relating to your applicants, entrants or student body Reference number Stage of the lifecycle (drop-down menu) Target type (drop-down menu) Description (500 characters maximum) Is this a collaborative target? (dropdown menu) Baseline year (drop-down menu) Baseline data Yearly milestones (numeric where possible, however you may use text) 2016-17 2017-18 2018-19 2019-20 2020-21 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) T16a_01 Student success Other statistic - Socio-economic (please give details in the next column) Increase retention of WP students where currently in baseline year we have a 40% retention for this group. This is being monitored through a report using postcodes provided by SFA based on indices of deprivation. This report is live and is available throughout the academic year to all HE staff. No 2013-14 Retention for Ward Uplift students 40.9% 50% 55% 57% 59% 60% T16a_02 Student success Other statistic - Other (please give details in the next column) Percentage of finishers awarded at 2:1 and 1st class. This target is based on total numbers of 1st and 2:1 degrees divided by all finishers of Bachelors level courses No 2013-14 Degree classifications 52% good degrees compared to 63% nationally 58% 60% 60% 60% 60% T16a_03 Progression Other statistic - Progression to employment or further study (please give details in the next column) DLHE survey data shows 84% of graduates entering work or further study. DLHE Data provided by recommended HEFCE company. No 2013-14 DLHE Survey Work or further study as a measure. 86% 86% 87% 87% 88% T16a_04 Access HESA T1c - Low participation neighbourhoods (POLAR2) (Young, fulltime, other undergraduate entrants) Increase the number of students on programmes who have completed Level 3 programmes at GIFHE. No 2014-15 In 2014-15 12.93% of HE students had studied a Level 3 course at GIFHE in 2013-14. This percentage should be increased. 19% 25% 27% 29% 30% T16a_05 Student success HESA T7 - Students in receipt of DSA (full-time, all undergraduate entrants) In 2013 students who declared no disability had 58% success whilst disability declared students had 50% success. An 8% success gap between people with recognised DSA. The target is to close this gap. No 2013-14 Reduce this success gap from 8%. 5% 4% 3% 2% 2% T16a_06 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, fulltime, first degree entrants) In 2015-16 we enrolled 179 Young Full Time, new HE entrants out of 417. Of which 83 (45%) live in Polar3 Quintile 1. The total number of young people recruited from Polar3 Qunitile 1 neighbourhoods should increase each year. No 2015-16 Percentage of new young full time degree entrants who live in Polar3 Quintile 1 to increase from 20% 21% 22% 23% 25% 30% T16a_07 Access HESA T1a - Low participation neighbourhoods (POLAR3) (Young, fulltime, first degree entrants) In 2015-16 we enrolled 16% young male Full Time, new HE entrants who live in Polar3 Quintile 1,2 and 3. No 2015-16 Percentage of young, full time first degree entrants who live in Polar3 Qunitile 1,2 and 3 postcodes to increase from 16% 18% 22% 24% 24% 25%
T16a_08 Access Other statistic - Ethnicity (please give details in the next column) In 2015-16 we recruited 2.5% (n = 11) students from BME. The Census Data from 2011 shows that the areas in which the college has sites and largely recruits from have White British as 95.2-95.6% of the population. No 2015-16 Increase the number of BME students from 2.5% of new entrants in 2015-16. 2.8% 3.2% 3.6% 4% 5% Table 7b - Other milestones and targets. Reference Number Select stage of the lifecycle Please select target type from the drop-down menu Description (500 characters maximum) Is this a collaborative target? Baseline year Baseline data Yearly milestones (numeric where possible, however you may use text) 2016-17 2017-18 2018-19 2019-20 2020-21 Commentary on your milestones/targets or textual description where numerical description is not appropriate (500 characters maximum) T16b_01 Access Outreach / WP activity (collaborative - please give details in the next column) NCOP - the Group will contribute to the doubling of participation rates of students from disadvantaged backgrounds in E Yorkshire and N Lincs. The consortium will collectively look to increase participation by 385 students across the four year funding period. Against a benchmark set using GAPs data from HEFCE 2006-2011 in conjunction with Census data a Young Person participation target % has been devised. Yes 2016-17 14.4 14.4 16.4% 18.4% 20.4% 22.4% Optional commentary on milestones. This box is character-limited to 1000 characters; however, we are happy for you to upload additional supporting information as a separate Word/pdf document. Milestone T16a-01 is based on data which we believe is flawed. We would like to use 2015-16 as a benchmark and reset this target (updating the return on October 21st) once this years students have completed. We created a new report in June 2015 which showed that the data set in the 2015/16 agreement was inaccurate, the new report showed that the retention was closer, but we would like to provide this target based on to HE Qualifications Quintile postcodes following exam board completion. Current data shows no gap between postcodes for different groups.